馬來西亞高等校院的停課不停學──大學在COVID──19行動管制令下的結構與行動

“SUSPENDING CLASSES WITHOUT SUSPENDING LEARNING＂ IN MALAYSIA HIGHER EDUCATION INSTITUTIONS: OBSERVING STRUCTURE AND AGENCY UNDER COVID-19 MOVEMENT CONTROL ORDERS

研究目的：本研究以多重資料，梳理在2020年8月底前，馬來西亞行動管制令下所影響的高等教育活動；特別是以微觀角度，檢視馬來西亞的大學生在因應防疫所遭遇的挑戰。研究者從行動者與結構互動的理論框架，歸納發展中的大馬防疫案例對我國高等教育的啟示。研究設計／方法／取徑：本研究採取兩種資料蒐集方式：線上田野觀察與線上訪談。研究者追蹤馬來西亞高等教育，含政府紀錄與大學官方網站、新聞媒體、WhatsApp學生社群、記者會影像等；線上訪談則邀請四位大學生分享行動管制令之前的學習樣態、校園中的疫情、行動管制令後的個人經歷、以及線上學習經驗。研究者亦邀請他們扮演深度報導人的角色，請其提供可能有助於本研究的訊息。研究發現或結論：本研究從行動者，也從結構，提出兩個角度的發現。行動者在防疫行動中與結構互動，他們雖充分展現了自己的認識力，但仍然有其侷限；線上教學從倉促上路到漸入佳境是師生共創的新常規；大學生除了受疫情影響，也積極行動貢獻。高教中的一些結構，例如成績是不可動搖的；雖然線上學習是結構快速在各大學複製的新常規，但行動者除了適應也可能撼動；面對謠言透過結構中流傳，系統會吸納行動者發展的溝通常規來加強自己身為防疫權威的結構正當性。研究原創性／價值：COVID-19的社會科學研究雖然受到諸多踏入現場的限制，但透過網路訪談與研究參與者的協助，仍可蒐集到寶貴的資訊。本研究之創新點除了議題本身，也把焦點主要放在了大學在政府的防疫運作框架下的制度回應，以及身在其中的大學生的感受與行動，讓在疫情中較無機會被聽到的聲音能呈現在學術界的討論。教育政策建議或實務意涵：從本研究之結論出發，研究者提出三個對我國高等教育的建議：一、防疫社會的系統應有危機治理的思維；二、防疫社會的線上學習強化大學應對災變的韌性；三、防疫社會的校園重建需理情兼顧。

Purpose: This research studied reactions of Malaysia higher education under the Movement Control Order (MCO) before August, 2020. Specifically, it used theoretical lenses of agency and structuration and investigated collegiate challenges regarding epidemic prevention at he micro level. We present lessons learned from the developing case of epidemic prevention in Malaysia's higher education institutions (HEIs). Design/methodology/approach: Two data collection methods were used: online field observation and online interview. We collected government reports, news releases, social media discussions (e.g. WhatsApp and Facebook), press conferences, and so forth. We conducted online interviews with four college students, who shared their learning before and after the MCOs, the COVID-19 outbreaks within campuses, and their experiences of learning online. Four interviewees were invited as research facilitators who provided insights and additional observations about college teaching and learning under MCOs. Findings/results: Findings from the aspects of both agency and structure under MCO were established in the research. From the agency aspects, college students expressed limited knowledgeability. Moreover, students and faculty co-constructed and improved online learning practices over time. In addition, students contributed to epidemic prevention and reflected on their actions. From the structural aspects, grades remained unchallenged. Furthermore, colleges stabilized online instruction to be a formal medium of learning whereby students might be able to influence how it was practiced. Lastly, the colleges learned to leverage the communication channels that students used to maintain the authority of epidemic prevention. Originality/value: Stepping in the fields under COVID-19 outbreaks can be risky for social scientists. However, online research may still reveal critical and timely findings. This research was novel both for the issue itself, as well as its focus on how HEIs reacted to the governmental public health policies for epidemic prevention and how college students perceived and acted in the system. Suggestions/implications: Several implications for Taiwan's higher education were drawn from the research. First of all, crisis management is critical for epidemic prevention among HEIs. Moreover, we need to see the positive value of online learning and assessments under epidemic conditions. Online learning may increase the resilience of HEIs under crisis. Lastly, both rational and affective considerations should be taken into account in the reconstruction of students' residential experience after the COVID-19 outbreaks.