教學實踐研究 -第1卷 第3期 (2021-12-03)
一般論文

利用討論教學法比較遠距教學與實體教學對學習成效之影響

楊惠娥 (Yang Hui-O ) 文藻學校財團法人文藻外語大學國際企業管理系副教授
第1卷第3期,P51-72
10.7007/JSoTL.202109_1(3).0003
遠距教學自1994年起推動至今已經超過二十多年的時間,其學習成效一直受到廣泛討論。過去許多研究指出,不同學習風格的學習者對於遠距教學的滿意度與學習成效皆有所不同,遠距學習不見得適合每一位學習者,傳統的實體教學有其存在的必要。因此,本研究採遠距教學與實體教學分流並進,學生可以根據自己的學習偏好選擇上課方式,主要目的是實踐適性教育的精神,即尊重每一位學習者的個體差異。同時,為了激發與提高學生的學習動機,本研究一改過去老師單向傳授的講述教學法,將課程導入討論教學法。實施的課程為進修部國際人力資源管理,由於進修部學生多數具有職場工作經驗,因此對於課程所教授的招募遴選、教育訓練、績效考核、薪資福利等,不但能清楚理解與深刻體會,也能夠瞭解理論與實務之間可能存在的落差及其原因,是以,導入討論教學法,學生可以透過互動討論的過程,將專業知識與職場經驗互相連結。最後,本研究以學期成績與互動討論作為學習成效衡量的指標,探討學習者選擇遠距學習或實體學習的學習成效是否有所差異,期待研究成果不但能提高學生的學習動機,也可改善老師的教學成效,以達教學相長之目標。
討論教學法,遠距教學,適性教育,學習成效
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4. 吳少庭(2013)。同步與非同步遠距教學設計滿意度對遠距學習成效影響之研究—以淡江大學為例(未出版碩士論文)。淡江大學,新北市。
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JSOTL

Using Discussion Instruction Methods to Compare the Effects of Distance Learning and Traditional Instruction on Learning Effectiveness

Yang Hui-O
Volume 1/ Issue 3, P51-72
10.7007/JSoTL.202109_1(3).0003
Distance learning has been promoted for more than 20 years, and its learning effectiveness has been widely discussed. Many studies proposed that different learners with different learning styles have different extents of satisfaction and learning effectiveness for distance learning. Distance learning is not necessarily suitable for every learner. Traditional face-to-face learning still has its place. Therefore, this study utilizes both approaches - distance learning and face-to-face learning - simultaneously. The students can choose either one learning approach at their preference. The main purpose is to practice the spirit of adaptive education, respecting each learner's difference in learning style. In order to raise students' learning motivation, this study does not utilize the traditional teaching approach - didactic instruction - which is unilateral and widely used in teaching sites. Rather, this study utilizes discussion instruction which is more effective in raising students' learning motivation. Due to students' background, the content of Human Resource Management courses and the difference between theory and practice can be understood clearly. Therefore, through the interactive discussion between teachers and students, students can connect professional knowledge and their workplace experience. Furthermore, this study takes written tests and interactive discussion as measures of learning effectiveness and explores whether learners who choose different learning approaches reap significantly different learning outcomes. It is expected that the study results not only enhance students' learning motivation but also improve teachers' teaching effectiveness.
discussion instruction, distance learning, adaptive education, learning effectiveness