資訊管理學報
薛昭義;吳欣穎;李玉雯;
頁: 1-29
日期: 2024/01
摘要: Covid-19的疫情讓數位學習廣為教育界採用，其中有關非同步討論的使用，似乎解決了課堂討論在時空上的限制，但其具體的效益仍取決於學生的投入程度與內容品質。本研究的主要目的在探討如何透過教師的引導角色，提升學生對於非同步討論的學習投入。本研究透過準實驗設計的方式，將教師對學生的引導程度分為高度引導與低度引導，並運用質性研究中之內容分析與量化研究之量表問卷作為工具，來衡量兩組的差異。結果發現教師引導能顯著提升學生於非同步討論的「行為投入」和「認知投入」，但對於「情感投入」則無顯著影響。本研究並提出課程教學上之策略建議，給後續想推動類似作法的大學教師參考，也讓有意調整網路教學平台功能的業者有所依據。
關鍵字: 學習投入;教師引導角色;數位學習;非同步線上討論;內容分析法;
Abstract: The Covid-19 pandemic has made digital learning widely adopted by the education sector. Asynchronous discussion seems to solve the problem of time limitation and cross over geographical barrier for class discussion. However, its specific benefits depend on student engagement and the quality of content. The main purpose of this study is to explore how teacher facilitation can improve student engagement in asynchronous online discussion. This study used a quasi-experimental design to observe the difference between “low-level teacher facilitation” students and “high-level teacher facilitation” students. This study used both the content analysis of the qualitative research and the quantitative research questionnaire as measurement instruments. The results showed that teacher facilitation could significantly enhance the "behavioral engagement" and "cognitive engagement", but there was no effect on "emotional engagement". It also puts forward strategic suggestions on course teaching for university teachers who intend to conduct similar practices in the future, and also provides an empirical basis for those practitioners who intend to adjust the functions of the online teaching platform.
Keywords: Student engagement, Teacher facilitation role, Digital learning, Asynchronous online discussion (AOD), Content analysis method;
瀏覽次數: 5450 下載次數: 236
引用 導入Endnote
頁: 1-29
日期: 2024/01
摘要: Covid-19的疫情讓數位學習廣為教育界採用，其中有關非同步討論的使用，似乎解決了課堂討論在時空上的限制，但其具體的效益仍取決於學生的投入程度與內容品質。本研究的主要目的在探討如何透過教師的引導角色，提升學生對於非同步討論的學習投入。本研究透過準實驗設計的方式，將教師對學生的引導程度分為高度引導與低度引導，並運用質性研究中之內容分析與量化研究之量表問卷作為工具，來衡量兩組的差異。結果發現教師引導能顯著提升學生於非同步討論的「行為投入」和「認知投入」，但對於「情感投入」則無顯著影響。本研究並提出課程教學上之策略建議，給後續想推動類似作法的大學教師參考，也讓有意調整網路教學平台功能的業者有所依據。
關鍵字: 學習投入;教師引導角色;數位學習;非同步線上討論;內容分析法;
Does teacher guidance help students improve learning engagement in asynchronous online discussions?
Abstract: The Covid-19 pandemic has made digital learning widely adopted by the education sector. Asynchronous discussion seems to solve the problem of time limitation and cross over geographical barrier for class discussion. However, its specific benefits depend on student engagement and the quality of content. The main purpose of this study is to explore how teacher facilitation can improve student engagement in asynchronous online discussion. This study used a quasi-experimental design to observe the difference between “low-level teacher facilitation” students and “high-level teacher facilitation” students. This study used both the content analysis of the qualitative research and the quantitative research questionnaire as measurement instruments. The results showed that teacher facilitation could significantly enhance the "behavioral engagement" and "cognitive engagement", but there was no effect on "emotional engagement". It also puts forward strategic suggestions on course teaching for university teachers who intend to conduct similar practices in the future, and also provides an empirical basis for those practitioners who intend to adjust the functions of the online teaching platform.
Keywords: Student engagement, Teacher facilitation role, Digital learning, Asynchronous online discussion (AOD), Content analysis method;
瀏覽次數: 5450 下載次數: 236
引用 導入Endnote