大班制授課對學生參與度和學業成就可能造成負面的影響，像是經常發生學生注意力不集中、缺席、態度消極以及師生互動減少的情況。現有的研究強調目標導向、自我調節和課堂參與度在培養有效之學習體驗中的重要性。然而，我們與其他研究人員一致認為，大型班級也提供了利用資訊技術工具和平台來促進學生間更大的社群參與感之機會，但是目前尚未透過全面的比較來了解課堂參與及其相關因子如何與社群參與和線上工具之協同作用，共同影響學習成果。
因此，為了整合課堂參與和社群參與的概念，我們提出了一個概念性的框架來檢驗課堂參與、社群參與、其前因和學習成果之間的關係。我們使用偏最小平方法的結構方程模型（PLS-SEM）對為期一個學期的大型班級研究中收集的數據進行了分析。我們評估了各種方面，如實際出勤、線上討論和課程中使用的技術工具，此外還進行了參與度和學習成效的最終評估。我們的研究結果突顯了社群參與的重要性，並展示了如何藉由技術整合以促進形成凝聚力強的學習社群。

Larger classes are associated with a detrimental effect on student engagement and academic achievements, often resulting in student inattention, absenteeism, passive attitudes, and limited interaction between teachers and students. Existing research emphasizes the significance of goal-oriented achievement, self-regulation, and overall class engagement in cultivating effective learning experiences. But we echo other researchers in proposing that large classes also offer the opportunity to foster a larger sense of community engagement among students, using information technology tools and platforms. However, there is no comprehensive comparison of how class engagement and its related factors work alongside community engagement and online tools to collectively impact learning outcomes.
To integrate the notions of class and community engagement, we proposed a conceptual framework to examine the relationships between class engagement, community engagement, their antecedents, and learning outcomes. Our approach involved utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM) to scrutinize data obtained from a semester-long study of a large class. We assessed various aspects such as physical attendance, online discussion, and the utilization of IT tools in courses, in addition to final evaluations of engagement and learning outcomes. Our findings highlight the critical role of community engagement, and how the integration of technology helps form a cohesive sense of learning communities.

摘要 3
ABSTRACT 4
CHAPTER 1. INTRODUCTION 8
CHAPTER2. LITERATURE REVIEW 11
2.1 LEARNING OUTCOMES 11
2.1.1 Cognitive Learning Outcomes 12
2.1.2 Non-Cognitive Learning Outcomes 12
2.2 CHALLENGE OF LARGE CLASSES 13
2.2.1 Challenges of In-class and Off-class Engagement 14
2.2.2 Class IT Tools 15
2.3 DIFFERENT TYPES OF ENGAGEMENT 16
2.3.1 Class Engagement and its Antecedents 17
2.3.2 Community Engagement and its Antecedents 19
2.4 RESEARCH QUESTIONS AND CONCEPTUAL FRAMEWORK DEVELOPMENT 22
CHAPTER 3. EMPIRICAL STUDY 24
3.1 STUDY CONTEXT 24
3.2 PARTICIPANTS 24
3.3 COURSE IT TOOLS USED IN STUDY 25
3.4 STUDY PROCEDURE 29
3.5 DATA COLLECTION 30
3.5.1 Observational Data 30
3.5.2 Survey Questionnaire 31
CHAPTER 4. ANALYSIS & RESULTS 35
4.1 MEASUREMENT MODELS 35
4.2 DATA ANALYSIS 39
CHAPTER 5. DISCUSSION 45
5.1 RQ1 - ARE CLASS AND COMMUNITY ENGAGEMENT COMPETING OR INDEPENDENT CONTRIBUTORS TO LEARNING OUTCOMES? 45
5.1.1 Community Engagement Played an Important Role in the Large Class 45
5.2 RQ2 - WHAT ARE THE DIFFERENCES IN THE ANTECEDENTS OF CLASS VERSUS COMMUNITY ENGAGEMENTS? 47
5.2.1 Achievement Goal Orientation and Self-regulation Drive Class Engagement 47
5.3 RQ3 - HOW DO IT TOOLS CONTRIBUTE TO FOSTERING CLASS AND COMMUNITY ENGAGEMENT? 48
5.4 WHAT IS BEHAVIORAL ENGAGEMENT? 49
CHAPTER 6. FUTURE WORK AND CONCLUSION 51
6.1 FUTURE WORK 51
6.2 CONCLUSION 52
REFERENCES 54
APPENDIX 61
A. SURVEY QUESTIONNAIRE 61
B. SCREE PLOTS 63

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