COVID-19疫情期間網路直播教與學之研究

Research on Synchronous Online Teaching and Learning During the COVID-19 Pandemic

10.6137/RECT.202108_(126).0005

宗靜萍(Tzung, Ching-Ping)；嚴正誼(Yen, Cheng-Yi)

面對面課程 ； 新冠肺炎 ； 網路直播 ； face-to-face courses ； COVID-19 ； synchronous online teaching

教育傳播與科技研究

126期（2021 / 08 / 31）

75 - 90

繁體中文

面對新型冠狀病毒肺炎疫情擴散，為顧及學習者的受教權及畢業學分的需求，高雄市立空中大學（簡稱高雄空大）首次將傳統面對面教學改以網路直播方式進行，對教學者及學習者雙方均造成極大衝擊。本研究是以高雄空大108-2學期進行為期4週的網路直播課程為研究對象，從校方、教學者及學習者三個面向檢視與省思網路直播課程所衍生的問題。本研究發現：一、課程屬性與網路直播硬體設備有關；二、選修課程的成人學習者，其特性為年齡偏長，較缺乏資訊科技素養，進修目的以人際互動為主，課程學習為輔，當授課方式改以網路直播時，無法進行傳統的人際互動，進而降低其學習意願；三、以網路直播進行教學時，教學端操作步驟較為複雜，多數擔任面對面課程之教學者，在疫情期間仍願在無任何學習者的教室內，在校方全程協助下完成網路直播教學。

To meet the learning needs and credit requirements of adult learners during the coronavirus disease-2019 (COVID-19) pandemic, the Open University of Kaohsiung for the first time adjusted its courses from face-to-face to synchronous online teaching. Synchronous online teaching and learning could be challenging for instructors and adult learners. Online education can be influenced by a wide range of aspects such as interaction between instructors and adult learners and differences in information-technology literacy. Accordingly, a four-week action research was conducted in the second half of the 2019 school year to explore synchronous online teaching and learning. The study findings are outlined as follows: 1. online hardware requirements were dependent on course attributes; 2. adult learners who preferred face-to-face courses tended to be older and have lower information technology literacy; developing friendships while studying was considered more important than studying itself, and a lack of direct social contact during online learning reduced learning enjoyment; 3. most instructors were not familiar with the synchronous online teaching software and preferred on-campus to at-home instruction because timely technical assistance was unavailable in the online teaching environment.

1. 李佳玲,陳白云(2013)。數位學習課程同步視訊活動研究—以學生觀點分析。教育傳播與科技研究，105，1-19。
   連結：
2. 曾儀蓉,歐陽誾(2019)。以科技接受模式探討國小教師對於使用 FB 網路直播系統進行專業成長之使用意願。教育傳播與科技研究，120，55-74。
   連結：
3. Brown, M.,McCormack, M.,Reeves, J.,Brook, D. C.,Grajek, S.,Alexander, B.,Weber, N.(2020).,Louisville, CO:Educause.
4. Carrillo, C.,Flores, M. A.(2020).COVID-19 and teacher education: A literature review of online teaching and learning practices.European Journal of Teacher Education,43,466-487.
5. Fini, A.(2009).The technological dimension of a massive open online course: The case of the CCK08 course tools.International Review of Research in Open and Distributed Learning,10(5),1-26.
6. Gewin, V.(2020).Five tips for moving teaching online as COVID-19 takes hold.Nature,580,295-296.
7. Henriksen, D.,Creely, E.,Henderson, M.(2020).Folk pedagogies for teacher transitions: Approaches to synchronous online learning in the wake of COVID-19.Journal of Technology and Teacher Education,28,201-209.
8. Jacobs, P.(2013).The challenges of online courses for the instructor.Research in Higher Education Journal,21,1-18.
9. Nagel, D.(2009).Most college students to take classes online by 2014.Campus Technology,58(3),63-70.
10. Sahinidis, A. G.,Tsaknis, P. A.(2021).Exploring the relationship of the big five personality traits with student satisfaction with synchronous online academic learning: The case of COVID-19-induced changes.Strategic innovative marketing and tourism in the COVID-19 Era,Cham, Switzerland:
11. Stern, J. (2019). Introduction to online teaching and learning. Retrieved from http://www.wlac.edu/online/documents/otl.pdf
12. Stone, M. T.,Perumean-Chaney, S.(2011).The benefits of online teaching for traditional classroom pedagogy: A case study for improving face-to-face instruction.Journal of Online Learning and Teaching,7,393-400.
13. 宗靜萍,嚴正誼(2020)。網路教學者的觀察與省思—當同步線上直播成為教學與學習媒體時。2020 年臺灣教育傳播暨科技學會年會—邁向文化情境學習的設計與研究，臺北:
14. 國家發展委員會（2019）。108 年持有手機民眾數位機會調查報告。取自 https://ws.ndc.gov.tw/Download.ashx?u=LzAwMS9hZG1pbmlzdHJhdG9yLzEwL2NrZmlsZS9hZjg2Nzg1Ny01YWE0LTRjZTYtODQ3OS00NzVhMWY5NTkyOGMucGRm&n=6ZmE5Lu2OS0xMDjlubTmiYvmqZ%2Fml4%2FmlbjkvY3mqZ%2FmnIPoqr%2Fmn6XloLHlkYot5YWs5ZGK54mILnBkZg%3D%3D&icon=.pdf

1. 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。
2. 蘇美禎,林嘉玲,李慧貞(2022)。疫情下遠距多元互動教學融入社區衛生護理課程學習成效之探討。教育傳播與科技研究，129，45-62。
3. 魏綺亭,楊叔卿,林怡瑄(2022)。「停課不停學！」：新冠疫情半封城下的高教緊急線上學習研究。教育傳播與科技研究，129，23-44。
4. 楊洲松,馮丰儀(2022)。家長對COVID-19疫情下南投縣國小學童線上學習之反應調查。教育傳播與科技研究，130，1-22。