题名

現象學取向的磨課師教學經驗隱含之意義

并列篇名

Denotations Pertaining to Teaching Experiences of Massive Open Online Courses on the Basis of the Phenomenological Perspective

DOI

10.6209/JORIES.2018.63(1).05

作者

汪耀華(Yao-Hua Wang)；張基成(Chi-Cheng Chang)

关键词

教學經驗 ； 現象學 ； 經驗意義 ； 磨課師 ； experiential connotation ； MOOCs ； phenomenology ； teaching experiences

期刊名称

教育科學研究期刊

卷期/出版年月

63卷1期（2018 / 03 / 01）

页次

141 - 171

内容语文

繁體中文
中文摘要

本研究旨在探討磨課師（MOOCs）教學經驗隱含之意義。以現象學的深度訪談與資料分析步驟，從受訪教師內隱的心理體驗歷程，歸納屬於人們共通性現象的經驗之意義，可分五大項陳述：傳達以學生為中心的訊息、編導故事情境的教學影片、增加多元學習經驗比小知識重要、放下名利得失心、創新教學的熱情與執行力。綜合上述描述，發現MOOCs授課教師具備五項教學經驗的意義：一、轉化專業實務經驗：將實務歷練注入教材製作，不同於學校課程所教授的內容與型態，讓學生感知有用及興趣。二、善用多媒體建構教材：教師構思教學劇本架構，編導影片或動畫，與生活面連結讓學生易於理解，引導學生想像空間預見未來。三、增加多元學習經驗：引用多元資源教學，安排實務專家參與課程，擴增學生視野及知識。四、精進數位教學知能：放下個人名利心，體驗MOOCs教學，獲得磨練及反思。五、做中學的精神：懷抱創新教學的熱情，勇於嘗試執行。最後，從反思MOOCs授課教師教學經驗的意義，得到啟示並提出建議。
英文摘要

This study analyzes the denotations pertaining to instructors' teaching experiences of Massive Open Online Courses (MOOCs). By conducting a detailed phenomenological interview and data analysis, the study provides the denotations pertaining to common human phenomena through intrinsic psychological processes experienced by the instructors. The denotations were described on the basis of five perspectives-Delivering a learner-centered message, editing a teaching video with a story scenario, valuing the diversity of the learning experience over the acquisition of basic knowledge, setting aside fame and profit during teaching, and displaying the power of enthusiastic innovative teaching. On the basis of the five aforementioned descriptions, five denotations of teaching experiences were identified. (1) Transfer of professional practical experiences: This category involves preparing teaching materials on the basis of practical experiences. Such materials differ from the contents of traditional courses and enable students to find the topic useful and interesting. (2) Preparing optimal multimedia teaching materials: This category involves teaching by utilizing the framework provided in the teaching materials and editing videos or animations by linking the topics with situations encountered in daily life. This enables students to comprehend the materials easily and face the future responsibly. (3) Diversified learning experiences: This category involves teaching with diverse resources, including experts, to broaden students' horizons. (4) Advancing the digital teaching ability: This category involves setting aside the individual fame and profit during teaching and teaching MOOCs to provide appropriate training and obtain suitable feedback. (5) Spirit of learning by experiences: This category involves cherishing the enthusiasm of innovative teaching and taking up novel challenges when teaching. Finally, implications and recommendations are proposed by analyzing the denotations pertaining to instructors' experiences of teaching MOOCs.
主题分类 社會科學 > 教育學
参考文献
  1. 張德勝、王采薇、黃秀雯、林慧絢(2012)。當西方遇見東方：一位西方外籍教授與臺灣大學生的教室互動初探。教育科學研究期刊，57(3)，27-57。
    連結：
  2. 楊心怡、李啟嘉(2015)。問題導向學習對法律系大學生問題解決能力及自我導向學習之研究。教育科學研究期刊，60(1)，131-155。
    連結：
  3. 甄曉蘭(2003)。教師的課程意識與教學實踐。教育研究集刊，49(1)，63-94。
    連結：
  4. 蔡宗河(2006)。教師課程立論初探。課程與教學季刊，9(4)，79-100。
    連結：
  5. 賴素純、莊雅茹、顏春煌(2014)。Facebook的使用對成人混成式學習之影響。教育科學研究期刊，59(4)，65-98。
    連結：
  6. Adams, C.,Yin, Y.,Vargas Madriz, L. F.,Mullen, C. S.(2014).A phenomenology of learning large: The tutorial sphere of xMOOC video lectures.Distance Education,35(2),202-216.
  7. Al-Atabi, M.,DeBoer, J.(2014).Teaching entrepreneurship using massive open online course (MOOC).Technovation,34(4),261-264.
  8. Ally, M.(2004).Foundations of educational theory for online learning.Theory and practice of online learning,Athabasca, Canada:
  9. Andersen, R.,Ponti, M.(2014).Participatory pedagogy in an open educational course: Challenges and opportunities.Distance Education,35(2),234-249.
  10. Anderson, S. E.(1997).Understanding teacher change: Revisiting the concerns based adoption model.Curriculum Inquiry,27(3),331-367.
  11. Baggaley, J.(2013).MOOC rampant.Distance Education,34(3),368-378.
  12. Baggaley, J.(2014).MOOCS: Digesting the facts.Distance Education,35(2),159-163.
  13. Bates, T.(2014).MOOCs: Getting to know you better.Distance Education,35(2),145-148.
  14. Baxter, J. A.(2013).Professional inspector or inspecting professional? Teachers as inspectors in a new regulatory regime for education in England.Cambridge Journal of Education,43(4),467-485.
  15. Bell, F.(2011).Connectivism: Its place in theory-informed research and innovation in technology-enabled learning.The International Review of Research in Open and Distance Learning,12(3),99-118.
  16. Clarà, M.,Barberà, E.(2013).Learning online: Massive open online courses (MOOCs), connectivism, and cultural psychology.Distance Education,34(1),129-136.
  17. Conole, G.(2013).MOOCs as disruptive technologies: Strategies for enhancing the learner experience and quality of MOOCs.Journal of Distance Education,39,1-17.
  18. Daniel, J.(2012).Making sense of MOOCs: Musings in a maze of myth, paradox and possibility.Journal of Interactive Media in Education,3,1-20.
  19. Downes, S. (2007). What connectivism is. Retrieved from http://halfanhour.blogspot.co.uk/2007/02/what-connectivism-is.html
  20. Downes, S. (2013). Week 2: The quality of massive open online courses. MOOC Quality Project. Retrieved from https://zh.scribd.com/document/311374509/Downes-the-Quality-of-Massive-Open-Online-Courses-by-Stephen-Downes-MOOC-Quality-Project
  21. Downes, S. (2005). An introduction to connective knowledge. Retrieved from http://www.downes.ca/post/33034
  22. Eacute, J.,Esteve, M.(2000).The transformation of the teachers' role at the end of the twentieth century: New challenges for the future.Educational Review,52(2),197-207.
  23. Ellul, J.(1954).The technological society.
  24. Entwistle, N.(1997).Introduction: Phenomenography in higher education.Higher Education Research & Development,16(2),127-134.
  25. Firmin, R.,Schiorring, E.,Whitmer, J.,Willett, T.,Collins, E. D.,Sujitparapitaya, S.(2014).Case study: Using MOOCs for conventional college coursework.Distance Education,35(2),178-201.
  26. Fischer, G.(2014).Beyond hype and underestimation: Identifying research challenges for the future of MOOCs.Distance Education,35(2),149-158.
  27. Fuller, F. F.(1969).Concerns of teachers: A developmental conceptualization.American Educational Research Journal,6(2),207-226.
  28. Giorgi, A.(Ed.)(1985).Phenomenology and psychological research.Pittsburgh, PA:Duquesne University Press.
  29. Greenhow, C.,Robelia, B.,Hughes, J.(2009).Learning, teaching, and scholarship in a digital age: Web 2.0 and classroom research: What path should we take now?.Educational Researcher,38(4),246-259.
  30. Griesbaum, J.(2014).Students as teachers in MOOCs? The double gain of MOOCs as an in-class teaching method experiences from a student-made MOOC "online data privacy".International Journal of Information and Education Technology,4(1),29-34.
  31. Haggard, S.,Lawton, W.,Katsomitros, A.,Gore, T.,Inkelaar, T.(2013).The maturing of the MOOC: Literature review of massive open online courses and other forms of online distance learning.
  32. Hew, K. F.,Cheung, W. S.(2014).Students' and instructors' use of massive open online courses (MOOCs): Motivations and challenges.Educational Research Review,12,45-58.
  33. Kerr, B. (2007). Which radical discontinuity? Retrieved from http://billkerr2.blogspot.tw/2007/02/which-radical-discontinuity.html
  34. Knox, J.(2014).Digital culture clash: "Massive" education in the e-learning and digital cultures MOOC.Distance Education,35(2),164-177.
  35. Kolowich, S. (2013, March 18). The professors who make the MOOCs. Retrieved from http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=overview
  36. Krell, D. F.(Ed.)(1977).Basic writings: From being and time to the task of thinking.New York, NY:HarperCollins.
  37. Kvale, S.(1983).The qualitative research interview: A phenomenological and a hermeneutical mode of understanding.Journal of Phenomenological Psychology,14(2),171-196.
  38. Leontyev, A.,Baranov, D.(2013).Massive open online courses in chemistry: A comparative overview of platforms and features.Journal of Chemical Education,90(11),1533-1539.
  39. Li, N.,Verma, H.,Skevi, A.,Zufferey, G.,Blom, J.,Dillenbourg, P.(2014).Watching MOOCs together: Investigating co-located MOOC study groups.Distance Education,35(2),217-233.
  40. Mackness, J. (2013, October 22). cMOOCs and xMOOCs - Key differences. Retrieved from http://jennymackness.wordpress.com/2013/10/22/cmoocs-and-xmoocs-key-diff erences/
  41. Margaryan, A.,Bianco, M.,Littlejohn, A.(2015).Instructional quality of massive open online courses (MOOCs).Computers & Education,80,77-83.
  42. Marshall, S.(2014).Exploring the ethical implications of MOOCs.Distance Education,35(2),250-262.
  43. McLoughlin, C.,Lee, M. J.-W.(2008).The three P's of pedagogy for the networked society: Personalization, participation, and productivity.International Journal of Teaching and Learning in Higher Education,20(1),10-27.
  44. Moustakas, C.(1994).Phenomenological research method.Thousand Oaks, CA:Sage.
  45. Pinar, W. F.(1975).Curriculum theorizing: The reconceptualists.Berkeley, CA:McCutchan.
  46. Pinar, W. F.(Ed.)(1998).Curriculum: Toward new identities.New York, NY:Garland.
  47. Raposo-Rivas, M.,Martínez-Figueira, E.,Sarmiento-Campos, J. A.(2015).A study on the pedagogical components of massive online courses.Comunicar,22(44),27-35.
  48. Roth, M. S.(2013).My modern experience teaching a MOOC.The Chronicle of Higher Education,59(34),18-21.
  49. Sandbergh, J.(1997).Are phenomenographic results reliable?.Higher Education Research & Development,16(2),203-212.
  50. Schultz, K.,Ravitch, S. M.(2013).Narratives of learning to teach: Taking on professional identities.Journal of Teacher Education,64(1),35-46.
  51. Siemens, G.(2005).Connectivism: A learning theory for the digital age.Instructional Technology and Distance Learning,2(1),3-10.
  52. Stenfors-Hayes, T.,Hult, H.,Dahlgren, M. A.(2013).A phenomenographic approach to research in medical education.Medical Education,47(3),261-270.
  53. Van Manen, M.(1990).Researching lived experience: Human science for an action sensitive pedagogy.New York, NY:SUNY Press.
  54. Wikipedia. (n.d.). Connectivism. Retrieved from https://en.wikipedia.org/wiki/Connectivism
  55. Young, J. R.(2013).What professors can learn from "hard core" MOOC students.The Chronicle of Higher Education,59(37),A4.
  56. 卯靜儒(2008)。全球化效應下的課程改革─知識社會學的幾點觀察。教育研究月刊，170，5-14。
  57. 史美瑤(2012)。21世紀的教學：以「學生學習為中心」的教師發展。評鑑雙月刊，36，42-44。
  58. 汪文聖(2001)。現象學方法與理論之反思：一個質性方法之介紹。應用心理研究，12，49-76。
  59. 林志成（2015，10 月26 日）。磨課師成時尚 海洋之窗最夯。中國時報。取自http://www.chinatimes.com/newspapers/20151026000319-260114【Lin, C.-C. (2015, October 26). MOOC is IN! “The Window of the Ocean” is the hottest among all. China Times. Retrieved from http://www.chinatimes.com/newspapers/20151026000319-260114】
  60. 施偉隆(2009)。從現象學的觀點對質性研究的省思。新竹教育大學人文社會學報，2(1)，127-152。
  61. 國立中正大學教育研究所編(2000)。質的研究方法。高雄市=Kaohsiung, Taiwan:麗文=Liwen。
  62. 曹家榮(2013)。理解技術實作：現象學取徑初探。社會分析，7，1-43。
  63. 賈馥茗編、楊深坑編(1993)。教育學方法論。臺北市=Taipei, Taiwan:五南=Wu-Nan Book。
  64. 劉怡甫(2013)。與全球十萬人作同學：談MOOC 現況及其發展。評鑑雙月刊，42，41-44。
  65. 蔡美麗(1990)。胡賽爾。臺北市=Taipei, Taiwan:東大=Dongda。
  66. 蔡晉宇（2016，3 月21 日）。〔一流讀書人的對談〕張志勇VS.石貴平：解構萬物聯網。淡江時報。取自http://tkutimes.tku.edu.tw/SAN2016/pdf/996-2.pdf【Tsai, C.-Y. (2016, March 21). “Convesation between top tiers book reasers” Chang vs. Shih: The deconstruction of internet of things. Tamkang Times. Retrieved from http://tkutimes.tku.edu.tw/SAN2016/pdf/996-2.pdf】
被引用次数
  1. 蔡雅薰,洪榮昭,余信賢(2019)。「國際華語教師學科教學知識問卷」之編製與教師教學能力素養落差分析。測驗學刊，66(4)，403-428。
  2. 王佩瑜(2020)。磨課師影片式課程之設計、製作與實施：以通識「數位內容輕鬆做」為例。大學教學實務與研究學刊，4(1)，77-112。
  3. 張菀珍(2023)。大學生參與社區失智高齡者服務學習成效及轉化學習研究。教育科學研究期刊，68(2)，235-267。
  4. 鍾世潤,黃博聖(2022)。以面對面、Moodle、Office 365進行課後活動對英文學習動機、學習成效及同儕互動之影響。教育科學研究期刊，67(4)，1-34。
print cancel