講座課程實體與線上教學方式之自我效能與學習成效分析──以實踐大學高雄校區「家庭科學」課程為例

Analysis of Self-efficacy and Learning Performance in A Course with Physical and Online Lectures: A Case Study of the Family Science Course at Shih Chien University Kaohsiung Campus

新冠肺炎疫情流行期間，對學校課程之上課方式，特別是對大型室內講座課程之上課方式，造成重大影響。在符合政府的防疫要求、維持學生學習之自我效能與學習成效之考量下，選擇何種上課方式（實體或線上上課之方式）才是適宜的方案，仍有許多不確定存在。本研究以大班級之家庭科學課程為例，經由331份有效問卷的分析結果顯示，不論採實體或線上課程，學生對教學方式有較高的認同時，將有較高的學習自我效能及較高的學習成效；而學生有較高的學習自我效能，也將獲得較高的學習成效。分析結果也顯示，在此疫情流行期間，大班級講座課程的同學，明顯較偏好與認同線上上課方式。因而，未來在類似的重大疫情下，若採線上上課的方式，除了可能獲得較高的認同外，也可能因此提升學生的學習自我效能與學習成效。

During the COVID-19 pandemic, it had had a significant impact on maintaining courses at the university, especially impacting on the indoor lecture courses with a large number of students. There is a great deal of uncertainty about which method of teaching (physical or online) is appropriate for abiding by the government’s epidemic prevention measures, and for remaining students’self-efficacy and learning performance. A total of 331 valid questionnaires were collected in the study of the Family Science course. The study, in the course with both physical and online lectures, found that students with better attitudes towards the teaching methods had stronger self-efficacy and better learning performance; students with stronger self-efficacy had better learning performance. The study results also show that, during the COVID-19 pandemic, students in lectures with a large number of students significantly more prefer the online teaching method than the physical one. According, in the future, adopting the online teaching method during severe epidemic periods, students could have stronger self-efficacy and better learning performance in the course with a large number of students.