混合遠距教學中的學生同儕互動初探研究

Abstract

科技進步使得遠距教學在COVID-19時期大放異彩，發展出更多教學樣式，也出現不同的混合情形。在這樣一個特殊的時期下，教學過程如何開展，同儕關係如何變化、同儕互動如何進行及對學生與教學產生的影響為何，是本研究關注的重點。本研究著眼在學生構成更多元化的大專校院，選取了就讀於海內外各大高校具有混合遠距教學經驗的在校學生進行了半結構式深入訪談。在分析他們提供的訪談資料後，本研究總結出若干種混合遠距教學的混合方式及影響其品質的因素，包含教學方式混合比例、課程內容與專業準備度、遠距持續狀況。研究發現遠距學生相較於現場學生遭遇更多困難，主動與被動的遠距教學也存在差別。不過在混合遠距教學過程中，任何形式的學生同儕互動在影響學生狀態、學習成效方面，都起到一定的作用。文化因素、是否存在社交基礎則會很大影響學生同儕互動對象的選擇、互動方式、頻率與深度。除了物理距離，研究還歸納出互動距離、社會心理距離對於學生同儕互動的影響。最後，研究結合超人際模型、社會臨場感理論討論了混合遠距教學中學生的不適應現象、學生同儕互動的重要性及遭遇的困難、學生們的混合傾向，並提出教學與互動設計的相關建議，可供各方參考，共同完善混合體驗，提升教學品質。Distance learning has become one of the teaching/learning styles in the COVID-19 era and evolved with diverse teaching styles and different variations. This study focuses on how the teaching process is carried out and how the peer relationship changes. More importantly, the study features peer interaction along with its impact on students and teaching in such a special period. The study conducted semi-structured in-depth interviews with the students of undergraduate and post-graduate levels because the student composition was more diverse. This study identifies several hybrid distance learning styles and the factors that affect the quality of hybrid learning, including the proportion how students participated online, the curriculum contents, and the preparedness for hybrid learning in different disciplines. The study found that remote students encountered more difficulties than on-site students, which is accompanied by the complexity due to a huge difference between active and passive distance teaching. Our results suggest that any form of student-peer interaction plays a positive role in not only student states but also learning efficiency. Cultural factors and whether there is prior interaction history among interactants also greatly affect whom, ways, frequency, and depth of the interaction. Furthermore, the study also proposes the impact of interaction distance as well as social psychological distance on students' peer interaction in addition to physical distance. We also drew on the hyperpersonal model and the social presence theory and discuss the phenomenon of students' maladaptation in hybrid distance learning, the importance and the difficulties students encountered during peer interaction, and students' preference for hybrid learning. Finally, the study puts forward relevant suggestions for teaching and communication tool design, aiming to shed lights on providing support for hybrid learning in order to improve learning experience and the quality of teaching.