從教師專業素養探討大學代間數位教學之挑戰

全球自2019年陷入COVID-19疫情的危機，對於教育整個體制上的運作，有了重大的影響。加上當前高齡社會趨勢下，台灣的大學在面臨推動代間學習的課程，將思考教育方式改變的解決策略。本文旨在探討大學教師進行代間數位課程所面臨教學的挑戰。研究對象主要以參加大學開設的代間學學習課程之樂齡學生及大學生各5位，經訪談後繕打成逐字稿後進行資料編碼，並以主題式為分類基礎，探討疫情之下運作代間課程教學上的困境。研究結論顯示代間數位課程的教師專業知能的不足，教學上會阻礙跨世代學習發展與成效、教師數位操作、多元教學之教學專業實踐能力有限，容易影響學習成效，及教師疏忽跨世代學習者的脈絡與心態，將影響班級經營的動力等限制。最後，根據研究結論提出建議，包括代間教師的基本專業知能應涵蓋跨世代族群、基本專業知能應涵蓋跨世代族群、應具多元教學能力、班級經營應依循數位學習環境再精進、及應適應數位學習互動的方式等五項建議，以供大學端教師在數位教學的挑戰之參考。

Since the onset of the COVID-19 pandemic in 2019, the educational systems globally have faced significant operational disruptions. Furthermore, given the trend towards an aging society, universities in Taiwan have been compelled to reconsider their pedagogical strategies, particularly in the promotion of intergenerational learning programs. This study aimed to explore the pedagogical challenges university instructors faced when delivering intergenerational digital courses. The study focused on ten participants—five elderly learners and five university students—enrolled in intergenerational learning courses at universities. Following interviews, the data were transcribed verbatim and subsequently coded. Thematic analysis served as the basis for categorizing the challenges encountered in administering these courses amid the pandemic. The findings indicated that deficiencies in the professional knowledge of instructors teaching intergenerational digital courses could impede the development and effectiveness of cross-generational learning. Limited proficiency in digital tool operation and diverse pedagogical practices also affected learning outcomes. Additionally, instructors' neglect of the contexts and mindsets of learners from different generations could undermine classroom dynamics. Based on these conclusions, several recommendations were proposed: intergenerational instructors should possess fundamental professional knowledge applicable across generational groups, demonstrate diverse teaching capabilities, refine classroom management in line with digital learning environments, and adapt to interactive methods in digital learning. These suggestions are intended to guide university educators in navigating the challenges of digital teaching.