本研究的主要目的在於瞭解網路教學者實際如何在課程中促進教學互動的策略,並瞭解其實際進行教學互動時的困難與建議,以及分析影響網路教學互動的相關因素,以供未來網路教學者教學策略運用的參考。 本研究首先進行文獻探討,將網路課程中的教學互動分為「師生之間的互動」、「學生之間的互動」,以及「學生與教材之間的互動」,選擇開設大學推廣教育網路學分班的教師做為研究對象,採取深度訪談教師的方式,並輔以教學網站的內容分析,來進行教師教學互動策略的搜集,根據資料的分析,本研究有以下主要的發現: 一、網路教學者在促進師生之間互動的策略可分為控制、引導及回饋三類的策略。 二、網路教學者在促進學生之間互動的策略可分為控制及引導兩類的策略。 三、網路教學者在促進學生與教材之間教學互動的策略可分為控制及引導兩類的策略。 四、網路教學者所認為的網路教學互動的困難主要有師生互動的困擾、同學之間互動不易,以及師生在電腦網路使用上有時會發生問題。 五、網路教學者對網路教學互動所提的建議主要可分為課程前的規劃、課程後的學生評估、增加教學平台的功能及穩定性,以及增加助教的協助。 六、影響網路教學互動的因素非常多元,包括有目前的網路環境、成人學生的特質、課程性質及層級、課程助教人數與負責工作、課程人數,以及教師網路教學經驗與課前準備度的影響等。 針對上述之發現,本研究針對網路教學行政人員、網路教學者、未來想參與網路教學的教師,以及未來的後續研究提出數點建議,以供參考。
The study aims to understand how online instructors promote interaction in their disance class, and what's their obstalces and suggestions when they put it in action. The study also analyses factors influencing interaction in online courses, and provides those findings for future online course design. There are three types of online interaction in this study including Leaner-teacher interaction, learner-learner interaction, and learner-content interaction. Multiple data gathering methods are used including interviewing six online instructors in university extension education and analysing their course web pages. The findings includes: 1. Online instructors use control strategy, facilitate strategy, and feedback strategy to promote teacher-learner interaction. 2. Online instructors use control strategy and facilitate strategy to promote learner-learner interaction. 3. Online instructors use control strategy and facilitate strategy to promote teacher-learner interaction. 4. The obstacles to online interaction inclues teacher-learner interaction, learner-learner interaction, and breakdown of computers or networks. 5. The suggestions of online interaction includes prior course design, learning evaluation after class, stability and more functions of class web system, and more assistance from the teaching assistants. 6. There are many factors influencing online interaction includes nowadays network environment, characteristics of adult students, subject domain and level of class, numbers of teaching assistants and their work, class size, and teacher's online teaching experiences and online class preparation. According to those findings, suggestions are made for the practice and research of online course design in future.