大學生通識課程教學方式偏好之初探：以醫學大學資訊素養通識課程為例

The Exploration of University Students' Preferences for General Education Teaching Methods: The Case of an Information Literacy Course at a Medical University

新冠疫情期間，很多大學教師被迫改以數位遠距的教學方式進行課程，疫情漸趨穩定後學生回到校園，但很多課程的教學方式已不再是只有傳統單向講授式的實體課程。本研究為探索性研究，採混合研究法，以線上問卷、學習反思及焦點團體等方法，蒐集某醫學大學一門資訊素養通識教育課程修課同學對不同教學方式之偏好與原因。研究發現：同學最喜歡的教學方式是非同步遠距課程，其次是實體課程，同步遠距課程則因為種種限制最不受歡迎。焦點團體訪談的內容，進一步呈現同學認為此三種教學方式的好處、問題及使用時機。訪談文本為修課同學的經驗世界與意義建構，本研究之貢獻在於從學生的視角，探討他們對各種教學方式的看法及建議，期能提供大學教師未來在設計課程教學方法時之參考。

During the COVID-19 pandemic, many university instructors were forced to adopt digital remote teaching. As the situation stabilized and students returned to campus, many courses no longer relied solely on traditional one-way, in-person lectures. This exploratory mixed-methods study employed online questionnaires, learning reflections, and focus groups to gather the preferences and reasons of students enrolled in an information literacy general education course at a medical university regarding different teaching methods. The study found that students most preferred asynchronous online courses, followed by in-person courses；synchronous online courses were the least favored due to various limitations. Focus group interviews further revealed students' perceptions of the benefits, drawbacks, and appropriate use cases for each teaching method. The interview transcripts capture the students' lived experiences and meaning-making. This study's contribution lies in examining students' perspectives and suggestions on various teaching methods, hoping to provide university instructors with a reference when designing course teaching methods in the future.