從建構取向觀點探討一門非同步教學課程之行動研究

The Action Research of A Course of Asynchronous Learning Network: A Constructivist View

張世忠(Syh-Jong Jang)

《中原學報》 31卷4期 (2003/12) Pp. 391-402

https://doi.org/10.6358/JCYU.200312.0009

摘要

本文是從建構取向觀點探討非同步網路教學在一門師資教育科目「教學原理」之行動研究。根據Altrichter等人（1993）行動研究過程的四個步驟來設計：（一）發現問題，（二）釐清問題的情境，（三）發展行動策略並付諸實踐，（四）公開知識。本研究將採用漸進折衷方式，一半課程需要學生親自上課，另一半課程，則採用非同步遠距教學。研究方法先以問卷調查之資料進行資料統計分析，再以學生開放式意見、心得札記及線上資料進行比較統整探討質的分析。結果顯示（一）教學網頁內容增加學生主動學習機會，86%學生認為非同步教學網頁內容呈現豐富且有系統，他們可清楚得知課程上的一些相關資料，進而主動求知與學習。（二）提供個人化學習經驗與知識建構，82%認為學生可自行調節自己的上課時間，也可點選自己需要上課的方式及內容，進而主觀建構知識。（三）教學互動性可補充傳統教學之不足，92%學生覺得整個網路非同步教學中，最值得讚許的莫過於這個部分，因為幾乎傳統師培課程的互動都只是來自於課堂中。（四）合作學習較不受限於時間和空間的限制，72%學生認為傳統教室皆以小組討論的方式居多，但受限於修課時間不同與空間限制，線上群組討論反而較方便。（五）兼具傳統教室與網路教學之效果，將近有一半學生則喜歡搭配這兩種教學方式，因非同步教學可補充傳統教室之不足，而傳統教室則保留其原有優勢。本研究雖然發現它仍有一些限制與待克服的技術問題，但它提供了非同步教學對遠距離學分班的學員們修習師資培育課程一個良好之參考模式。

關鍵字

建構取向 ； 非同步教學 ； 行動研究

並列摘要

The purpose of the study was to investigate the action research of a course of Asynchronous Learning Network (ALN) from a constructivist view. According to Altrichter et al. (1993) four steps of action research:(a) problem finding, (b) problem clarifying, (c) developing action strategies to implement, and (d) knowledge proclaiming, the author implemented a half class in traditional classroom, the other half class was implemented in ALN. The study used journals, questionnaire, and online to allow for a triangulation of data. The constant comparative process was used to be the procedure for collecting and analyzing data. The results showed that homepage increased the opportunities of students' active learning, 86% students considered the web-based content was rich and systematic, and they knew how to learn and collect. 82% students also considered they could adjust their time and schedule, because ALN provided personal learning experiences and knowledge construction. Particularly, 92% students liked the intense interaction of ALN in order to complement the short of interaction in traditional classroom. Furthermore, 72% students considered the collaborative learning online was convenient rather than limit for small group in traditional classroom. Finally the half students preferred the class both using traditional and ALN approach. Although the study still had some technological problems, it would provide a good reference model for distance students to learn teacher education courses.

並列關鍵字

Action Research ； Asynchronous Learning Network ； Constructivist Approach