從線上知識傳遞方式探後疫情時代設計科系教學策略之建構

Construction of Teaching Strategies for Design Programs in the Post-Epidemic Era

隨著資訊科技的發達，學習者獲取知識管道變得多元又方便，尤其在全球新型冠狀病毒（Covid-19，以下統稱新型冠狀病毒）疫情大爆發之後，科技與學習的應用方式急速改變，促使線上教學的優化成為教育界重要的實踐議題。本研究透過知識型YouTube頻道、Hahow好學校之設計知識內容課程，以及大專院校之設計相關科系線上課程等三種不同知識傳遞的管道，進行其授課特質、知識轉化手法，以及課程架構等之異同處分析，進而建構大專設計相關科系在後疫情時代下的教學策略。本研究首先以個案分析和內容分析法分別就以上三種知識傳遞管道之教學內容與形式進行異同點分析，再透過具教學研究績優的大學教師深度訪談，爬梳其教學方式從實體轉為線上再回歸實體之經驗，以及教師面對授課模式變革時的態度。根據研究結果發現，網紅或講師以單元化、有條理的形式傳遞知識內容，並選擇具話題性、切身性，以及價值性高的議題導入講述方式，容易提升學習者的高效專注。另一方面，過往大專設計相關科系授課方式主要為單純面授，如今隨著科技提升，實體搭配線上進行混合式教學的優勢，除了減少實體互動所占用的課堂時間，更能透過線上輔助資源強化學生對知識的理解。因此，大專設計類教師面對後疫情時代影響與轉變，其課程規劃重點可以透過先備知識的行前提供，以幫助學生快速進入課程的學習概念，尤其將知識單元化的手法可以促進學生對全學期有系統性的理解與知識大方向；其次是，教師面對教學現場之前，強化學習內容的規畫更勝於知識傳遞的份量，且善用實體課程的互動特質與線上課程彈性學習特性，有助於提升學習者的知識接收效果。

Globall outbreak of the pandemic, the application of technology and learning methods has rapidly changed, prompting the optimization of online teaching as a significant practical issue in the field of education. This study analyzes the characteristics of instruction, knowledge transformation techniques, and course structures of three different channels of knowledge transmission: knowledge-based YouTube channels, Hahow online courses on design-related content, and online courses in design-related departments of higher education institutions. The aim is to construct teaching strategies for design-related departments in higher education in the post-pandemic era. The research begins with a case analysis and content analysis to identify similarities and differences in instructional content and formats among the three knowledge transmission channels. Subsequently, in-depth interviews with university professors recognized for their teaching research are conducted to examine their experiences in transitioning from physical to online teaching and returning to physical instruction, as well as their attitudes towards teaching mode changes. The research findings reveal that influencers or instructors tend to deliver knowledge content in a modular and organized manner. They choose engaging and relevant topics with high value and practicality, enhancing learners' efficiency and focus. Additionally, teachers should prioritize effective content planning over the volume of knowledge delivery before the teaching session. Leveraging the interactive nature of in-person classes and the flexible learning features of online courses can improve learners' knowledge reception effectiveness.