题名

線上教學師生互動初探-社會臨場感觀點

并列篇名

A Preliminary Study on the Teacher-student Interactions in Online Teaching-Social Presence Perspective

DOI

10.7038/JETP.202112_(44).0002

作者

劉唯玉(LIU, Wei-Yu);鄒銘哲(CHOU, Ming-Che);陳美瑩(TRAN, My-Oanh)

关键词

線上教學 ; 師生互動 ; 社會臨場感 ; online teaching ; teacher-student interactions ; social presence

期刊名称

教育理論與實踐學刊

卷期/出版年月

44期(2021 / 12 / 01)

页次

29 - 56

内容语文

繁體中文

中文摘要

2020年全球新冠肺炎疫情爆發,第一研究者關切如何在線上教學融入師生互動,以兩班學生共106位學生為研究對象,各實施兩節課100分鐘的教學原理課程,並以社會臨場感觀點探討線上教學師生互動情形。本研究蒐集Google Meet線上教學錄影、學生課後回饋,以及社會臨場感量表等資料進行分析。研究發現:一、教學者在線上教學,最常使用的情意/情感、凝聚力性和互動性指標項目,分別是自我揭露與價值觀表現、稱謂與談論小組,以及詢問問題。二、在同步線上教學環境中,教師與學生皆可相互揭露自我,有利於建立、鞏固師生間的親密關係和信任感。三、詢問問題是線上教學過程中教師與學生建立且維持互動的主要方式。四、教學者使用自我揭露與價值觀表現、稱謂與談論小組,以及詢問問題等社會臨場感三類指標項目之教學策略,能讓學生在線上教學留言互動與討論感到自在,並能促進討論。

英文摘要

At the beginning of 2020, COVID-19 broke out, many countries announced the suspension of classes, and encouraged teachers to teach students online. As a teacher trainer, the first author had made early preventive measures in response to the suspension of classes that may be encountered at any time due to COVID-19 epidemic in Taiwan, and had taught two classes of students who took "Principles of Instruction" by Google Meet online teaching in April 2020. Researchers concerned about how to integrate teacher-student interaction rather than one-way teaching in online teaching, therefore, this study was intended to explore the teacher-student interaction in online teaching from the perspective of social presence. The research subjects were 106 students who took the first author's class in the second semester of the 108 academic year and agreed to participate in the research. We collected material such as online teaching videos of Google Meet, student feedback after classes and social presence scale to analyze. The results showed that 1. The most commonly used affective, cohesive, and interactive indicators by the teacher in online teaching process are self-disclosure & values, vocatives & group references, and asking questions. 2. In the synchronous online teaching environment, the teacher and students can disclose themselves to each other, which can establish and consolidate the close relationship and sense of trust. 3. Asking questions was the main way for the teacher and students to establish and maintain interaction. 4. The teacher used teaching strategies of three social presence indicators which can make students feel comfortable in the messaging interaction and discussion in Google Meet online teaching, and promote discussion. It helped teachers and students to interact and enhance the quality of teaching.

主题分类 社會科學 > 教育學
参考文献
  1. 王鶴巘,陳怡真(2019)。數位科技在外語教學的應用-以西班牙語課程為例。國立虎尾科技大學學報,34(4),61-76。
    連結:
  2. Basilaia, G.,Kvavadze, D.(2020).Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia.Pedagogical Research,5(4),1-9.
  3. Cambridge University Press. Teaching. In Cambridge Dictionary. (n.d.). Retrieve June 8, 2020, https://dictionary.cambridge.org/dictionary/english/teaching.
  4. Cambridge University Press. Online. In Cambridge Dictionary. (n.d.). Retrieve June 8, 2020, https://dictionary.cambridge.org/dictionary/english/online.
  5. Cobb, S. C.(2009).Social presence and online learning: A current view from a research perspective.Journal of Interactive Online Learning,8(3),241-254.
  6. Gunawardena, C. N.,Zittle, F. J.(1997).Social presence as a predictor of satisfactionwithin a computer‐mediated conferencing environment.American Journal of Distance Education,11(3),8-26.
  7. Gunawardena, C. N.,Zittle, F. J.(1995).An examination of teaching and learning processes in distance education and implications for designing instruction.Distance education symposium 3: Instruction
  8. Jones, R.,Charlotte, A.(2018).Increasing social presence online: Five strategies for instructors.FDLA Journal,3(8),100-101.
  9. Kruzic, C. O,Kruzic, D.,Herrera, F.,Bailenson, J(2020).Facial expressions contribute more than body movements to conversational outcomes in avatar-mediated virtual environments.Scientific Reports,10(1),1-23.
  10. Lowenthal, P. R.,Snelson, C.(2017).In search of a better understanding of social presence: an investigation into how researchers define social presence.Distance Education,38(2),141-159.
  11. Luppicini, R.(Ed.)(2007).Online learning community.IAP.
  12. Mitchell, A.(2014).Online courses and online teaching strategies in higher education.Creative Education,5,2017-2019.
  13. Moore, M. G.(1989).Three types of interaction.The American Journal of Distance Education,3(2),1-7.
  14. Nippard, E.,Murphy, E.(2007).Social presence in the web-based synchronous secondary classroom.Canadian Journal of Learning and Technology,33(1)
  15. Oyarzun, S. E. A.(2016).Old Dominion University.
  16. Park, C.,Kim, D.(2020).Exploring the Roles of Social Presence and Gender Difference in Online Learning.Decision Sciences Journal of Innovative Education,18,291-312.
  17. Rodríguez, J. I.,Plax, T. G.,Kearney, P.(1996).Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator.Communication Education,45(4),293-305.
  18. Rourke, L.,Anderson, T.,Garrison, D. R.,Archer, W.(1999).Assessing social presence in asynchronous text-based computer conferencing.Journal of Distance Education,14(2),50-71.
  19. Short, J.,Williams, E.,Christie, B.(1976).The social psychology of telecommunications.John Wiley & Sons, Ltd.
  20. Swan, K. (n.d.). Relationships between interactions and learning in online environment. The Sloam Consortium. Retrieved May 15, 2021, from http://sloanconsortium.org/publications/books/pdf/ interactions.pdf。
  21. Swan, K.(2002).Building learning communities in online courses: The importance of interaction.Education, Communication & Information,2(1),23-49.
  22. Szeto, E.(2013).Extending the community of inquiry framework as an instructional approach: A study of educational experiences in blended synchronous learning.The Internet and Higher Education,2013,1-25.
  23. Tang, Y.,Hew, K(2020).Does mobile instant messaging facilitate social presence in online communication? A two-stage study of higher education students.International Journal of Educational Technology in Higher Education,17(15),1-17.
  24. Tu, C. H.(2000).On-line learning migration: From social learning theory to social presence theory in a CMC environment.Journal of Network and Computer Applications,23(1),27-37.
  25. Tu, C. H.,McIsaac, M.(2002).The relationship of social presence and interaction in online classes.American Journal of Distance Education,16(3),131-150.
  26. 張瑞芬(2014)。國立中山大學。
  27. 教育部(2019)。專科以上學校遠距教學實施辦法(民國 108 年 3 月 29 日)修正公布。
  28. 教育部(無日期)。教育雲:防疫不停學-線上教學便利包。教育雲。2021年 5月21 日,取自 https://learning.cloud.edu.tw/onlinelearning/#k12-sync-learn。
  29. 陳正昌(2017).SPSS 與統計分析.五南.
  30. 賀陳旦、方新舟(2020 年 7 月 8 日)。看星國,想台灣…教育快魚吃掉慢魚。聯合新聞網。https://udn.com/news/story/7339/4685858。
被引用次数
  1. 蔡昕璋(2022)。以焦點團體探討2020~2022 COVID-19疫情期間校園初級預防輔導工作經驗:以某大學學務工作者為例。學生事務與輔導,61(2),33-50。
  2. 蔡昕璋(2022)。疫情期間大學生自我調控學習、線上校園人際經驗與線上課程學習成效之關係研究:以2020年國立臺灣師範大學為例。學生事務與輔導,60(4),11-32。
  3. 李晶,石佳興,丁郁芬(2023)。直播課程中動作教學內涵與困境之研究-以太極拳教學為例。臺灣體育學術研究,75,23-41。