國際遠距課程學生溝通與專題式學習經驗之研究

Exploring Students' Communication and Project-based Learning Experience in an International Distance Course

過去有關遠距教育的研究皆提出如何提升溝通與互動為最重要的議題，本研究即以一個跨國開設課程為例，嘗試探究學生在國際遠距課程中的溝通與專題式學習經驗。本論文首先描述研究背景原理以及研究設計與實施方法，研究結果顯示，不同國家的學生對於資通訊科技是否對其遠距課程學習有所幫助有不同的評價，而不同學習小組的學生也選用不同的主要及其他科技作為小組溝通與專題式學習之媒介工具。此外，本研究也顯示三個參與學校的學生對於在國際遠距課程中導入專題式學習的策略有不同的態度評價。本論文進一步對於研究結果進行討論與應用建議，同時也提出未來研究建議，希望能有更多的研究投入與遠距教育中之學習與溝通互動議題的探究，也希望本研究成果能提供相關研究與遠距教學應用實務等之參考。

Previous research in distance education points out that improving depth and quality of communication and interaction is of utmost concerns. This study intends to explore students' communication and project-based learning experiences in an international distance course conducted by three universities across Japan and Taiwan. This paper first describes the rationale of the study， and how it was designed and implemented. Results of the study showed that students of different countries actually demonstrated different degrees of perception of how useful technologies were in their learning experiences. Also， both main and alternative information communication technologies adopted by students groups were different. Moreover， students of the three participating universities possessed different perceptions of the project-based learning curriculum implemented in the international distance course. This paper further discusses implications of results of the study and suggests that more future research is needed to advance understanding of learning and communication in distance education.