臺灣第二次疫情停課期間大學生同步討論參與頻率與知覺影響參與因素之研究

Factors Perceived by Taiwanese University Students as Influencing Their Engagement and Participation Frequency in Synchronous Discussions During the Second Period of COVID-19-Related Class Suspension in Taiwan

COVID-19疫情期間，臺灣經歷兩次大規模停課。為提升第二次停課時線上教學之品質，許多大學教師根據前次停課經驗，將實體小組討論轉移至線上平臺。然而，居家學習經常因家庭活動干擾而面臨挑戰，學生與線上同儕進行同步討論成為重要的教學議題。本研究分兩個階段進行：第一階段為個別訪談，蒐集同步討論參與知覺因素的資料；第二階段為問卷調查，探討居家學習期間不同參與頻率對參與知覺因素的差異。根據初步分析結果，提出六個同步討論參與知覺因素，包括：同儕心態、討論規則、包容性環境、技術需求、主題目的性，以及小組討論焦慮。問卷調查回收1046份有效問卷。結果顯示，同步討論參與頻率愈高，學生對前五項因素的知覺程度愈高。此外，同步討論的參與頻率在小組討論焦慮上未呈現顯著差異。先前研究指出，在互動中使用網路攝影機可能會增加焦慮，但本研究參與者在網路攝影機要求的看法上顯示差異。根據文獻推估原因，大學生已在第一次COVID-19疫情期間有居家學習經驗，也了解同步互動的重要性，因此，在第二次停課期間，不同參與頻率在小組討論焦慮上未顯示差異。與傳統的線上學習相較，被迫居家學習下，大學生在同步討論中可能感受到較少的焦慮。

During Taiwan’s COVID-19 closures, online group discussions replaced in-person ones, but household disruptions and student concerns during synchronous sessions posed challenges. This study aimed to examine the factors that university students perceived as influencing their engagement in synchronous discussions and differences in participation frequency during the second period of COVID-19-related class suspension in Taiwan. The research involved two phases: interviews to explore perceptions of engagement in synchronous discussions and a survey to examine engagement factors by participation frequency during home-based learning. Based on the initial results, six factors influencing perceptions of engagement in synchronous discussions were identified: peer mindset, discussion rules, inclusive environment, technology requirements, purposeful topics, and group discussion anxiety. In the study’s second phase, 1046 Taiwanese university students completed valid questionnaires between April and June 2022. The second phase of results revealed that higher participation frequency in synchronous discussions was associated with increased concerns about the first five factors. Additionally, no significant difference was found in group discussion anxiety based on the frequency of synchronous discussion engagement. Based on prior research, webcam use in video interactions has been associated with increased anxiety. However, participants in this study exhibited varied perceptions of the necessity of webcams. Drawing on earlier experiences with home-based learning and a greater recognition of the importance of synchronous interaction, no significant differences in group discussion anxiety were observed across participation levels during the subsequent class suspension period. Compared to traditional online learning, university students under mandatory home-based conditions may feel less anxiety in synchronous discussions.