線上教學教師非同步授課，開關鏡頭與否，對學生情感投入之影響

Abstract

新冠肺炎疫情，重創全球生態的運作，迫使各級教育改變教學方式，實體課程紛紛跟進成遠距教學，使得遠距教學成為學習主流方式。然而大多數的教師在培訓與教學期間並沒有受過線上教育訓練，對學生而言，線上教學也將是全新的學習體驗，學生必須迅速適應線上教學與學習，並面對前所未有的挑戰。對於教師來說，如何能夠即時得知學生在線上同步與非同步學習中的情感投入並適時調整教學品質，將成為線上教學的重要課題之一。本研究主旨在探討學生在非同步視頻上課系統時，授課者打開鏡頭露臉與關閉鏡頭不露臉，對學生情感投入之探討。本研究對參與課程的學生發放線上問卷，用以研究教師露臉與否，對學生情感投入的影響。藉由問卷調查的結果，我們能夠瞭解學生對教師露臉的態度和感受，並將結果反饋給教學單位和授課教師，以便未來課程內容的安排和調整，從而達到學生最佳的學習效果與情感投入。研究將由特定教育平台邀請與告知線上授課教師和學生參與研究內容，探討非同步視頻，授課者打開鏡頭露臉與關閉鏡頭對學生學習投入之研究，並由年齡在 18 歲以上的學生，參與240位教師所授課之非同步視頻課程學，並蒐集每堂課超過3位學生自願完成線上問卷，共1051位學生的問卷回覆。問卷內容以學習投入量表（The Online Student Engagement Scale，OSE）為主結構組成，包括情感、影相與聲音三個方面，問卷共計題採五點量表計分，另編製1題操弄檢核題，若未通過操弄檢核題，該份問卷視為無效問卷本研究根據分析結果。本研究使用JASP 0.17.1版統計軟體對課程學生問卷結果進行評估與分析，根據研究結果顯示，在非同步線上課程中，教師露臉並不對學生的學習情感投入產生顯著影響，甚至可能呈現負相關。另一方面，教師的聲音魅力與學生的學習情感投入呈現顯著正相關。然而，需要注意當教師的外貌與聲音魅力不相符或不符合學生的期望時，教師開鏡頭露臉授課，學生感到認知不協調，因而降低學習時的情感投入。因此本研究並提出相應的建議給教學單位和授課教師，作為評估和改進教學品質的參考依據。研究的目的是探究在非同步線上授課情境中學生的情感投入程度，透過使用學生問卷調查，瞭解學生在線上學習中的情感投入程度，並根據研究結果提出相關建議，以促進學術和業界教學單位的教學品質提升，為提升學生的情感投入有所貢獻。The COVID-19 pandemic has severely disrupted the global educational ecosystem, leading to a shift towards online teaching to ensure a mainstream way. However, most teachers have not received training in online education, and for students online learning presents a completely new experience. Students must quickly adapt to online teaching and learning and face unprecedented challenges. For teachers in online teaching how teachers can get students' emotional engagement in synchronous and asynchronous learning and adjust their teaching quality accordingly. The purpose of this study is to investigate the influence of teachers showing their faces or not in asynchronous online courses on students' emotional engagement. We will distribute an online questionnaire to students participating in the courses to explore the impact of teachers showing their faces on students' emotional engagement. By analyzing the survey results, we aim to understand students' attitudes and perceptions teachers showing their faces. The findings will be shared with educational institutions and teachers for future curriculum planning and adjustments, ultimately enhancing students' learning outcomes and emotional engagement. The study will be conducted in collaboration with educational institutions, where online teachers and students will be invited to participate in the research. We aim to collect questionnaire responses from at least 3 students per classin 240 asynchronous online course teachers. A total of 1,051 student questionnaires will be collected. The questionnaire will primarily consist of The Online Student Engagement Scale (OSE), which includes three dimensions: affective, behavioral, and cognitive engagement. Each item will be rated on a five-point scale. Additionally, one manipulation check question will be included, and questionnaires that fail the manipulation check questions will be considered invalid.The collected questionnaire data will be evaluated and analyzed using JASP statistical software. Based on the results, we will provide recommendations to educational institutions and teachers as reference points for evaluating and improving teaching quality. The objective of this study is to explore students' emotional engagement in asynchronous online courses. Through the use of the student questionnaire survey system, we hope to gain insights into students' emotional engagement in online learning. The research findings will contribute to enhancing teaching quality in academics and making a valuable contribution to improving students' emotional engagement.