新冠疫情下線上同步教學演練的啟示：課堂參與程度與課堂環境及學習經驗之關係

Findings from Online Teaching Exercises under the COVID-19 Epidemic: The Relationship among Classroom Engagement, Video Equipment and Learning Experience

本研究根據文獻，檢視大學全校線上同步教學演練後學生與教師的問卷資料，探討「課堂參與」程度與「課堂環境」及「學習經驗」之關係。學生問卷之發現為：（1）課堂參與程度與學習經驗呈正相關；（2）課堂參與高者，其學習動機、學習成效及師生互動，均高於課堂參與低者；（3）課堂環境為使用手機或平板之學生其課堂參與較使用桌電或筆電者低；（4）手機是妨礙課堂參與的關鍵因素；（5）線上教學改變學生上課時段之生活習慣，有助防疫政策。教師問卷之發現為：課堂參與及師生互動是教師最感焦慮的面向，因此提供線上教學行為管理與互動策略是最急迫的需求。

This research examines the feedback from college students and teachers after an online teaching field exercise with the purpose to explore the influencing factors of online teaching effectiveness. Based on literature review, offline time, video equipment as well as students' motivation, learning effectiveness, and teacher-student interaction were used as indicators of ＂classroom engagement＂, ＂classroom environment＂ and ＂learning experience,＂ respectively. The main findings from students' responses were: (1) Classroom engagement and motivation, learning effectiveness, and teacher-student interaction, were all positively correlated; (2) Students with high classroom engagement were significantly higher in their motivation, learning effectiveness, and teacher-student interaction than those with low engagement; (3) Compared with students who used stationary video equipment, those used mobile equipment have lower classroom engagement; (4) Mobile phone was a crucial factor hindering engagement.