英文摘要 |
Empirical research has demonstrated the educational value of collaborative teaching with industry experts. Industrial experts with professional teaching knowledge and experience in designing online courses can be integrated into project-based practical courses for online course design to promote teamwork, collaboration, and multidimensional thinking among students. However, designing such courses requires time and space, which might be challenging for collaborative teaching. This study introduced the knowledge of industrial experts into massive open online courses (MOOCs) to develop students’ instructional design skills for online courses. We investigated the change in students’ technological pedagogical content knowledge (TPACK) and learning experiences. Thirty-three college students, three industrial experts, and three other instructors with MOOC experience participated in this study. The students grouped themselves into teams of 3-4 individuals, and nine student teams participated in this study. Each team selected a learning unit for grades 1-9, and each industrial expert mentored three teams. The implemented project lasted 11 weeks and required students to collaborate online asynchronously and synchronously through LINE, Google Drive, and Google Meet. The analysis, design, development, implementation, and evaluation procedure was adopted in this study. Two revised questionnaires, namely “TPACK questionnaire for online course design” and “satisfaction questionnaire for online collaboration,” were used in this study. Three teams were randomly selected to conduct semi structured interviews at the end of the course. Results of a paired t test revealed that students developed several skills after participating in the conducted course. Overall, satisfactory results were obtained from 89.15% of the participants, and students had a positive attitude toward the course. Suggestions for follow-up research and educational promotion are also provided in this paper. |