家長對COVID-19疫情下南投縣國小學童線上學習之反應調查

面對2019年冠狀病毒（coronavirus disease 2019, COVID-19）疫情的衝擊，全面線上學習取代了傳統課室實體課程，本研究旨在探究2021年停課不停學期間南投縣國小學生家長觀察自家孩子對各種線上學習模式之喜好程度與學習效果，及對孩子線上學習之因應與看法。採用暨南大學教育學院社會責任計畫調查的疫情影響學習評估研究資料，以南投縣國小家長為對象，回收有效問卷510份。研究發現包括：一、整體家長感受到各種線上學習模式獲致學童喜好的程度為中上，而對線上學習的效果持中等及保留的態度。家庭收入較低及居住在鄉的家長，認為子女非同步線上學習的效果明顯高於家庭收入較高及居住在鎮者。二、三成八的家庭無成人能陪伴孩子線上學習，家長自認協助孩子在家線上學習有困難，包含：家庭線上學習設備與環境不足、家長欠缺線上學習操作技能，需要學校更多的支持。三、家長期望有更多師生直接互動的線上學習機會及線上學習增能的機會。研究建議包括：一、教師宜兼採同步及非同步線上學習，二、相關單位宜針對弱勢家庭孩子線上學習之困難及需求給予孩童及家長對應的支持，及三、平日可落實孩子在校及在家線上學習演練，及提供家長相關增能課程。

關鍵字

新冠疫情；遠距教學；線上學習

並列摘要

As a result of the coronavirus pandemic, comprehensive online learning replaced traditional classroom instruction to enable continued learning without interruption. This study investigated the preferences and learning effects of different online learning modes among elementary school children as well as parents' responses and opinions regarding children's online learning during the school closure period in 2021. An electronic questionnaire survey was conducted, and 510 valid questionnaires were collected from elementary school parents in Nantou County, Taiwan. The main findings of this study were as follows. First, the parents observed that, although the elementary students enjoyed different online learning modes, the effect of online learning was generally limited. Among the parents, those with a lower household income and who lived in rural areas thought that the effect of asynchronous online learning was significantly higher for their children than those with a higher household income and who lived in towns. Second, 38% of parents did not have someone available to assist with their children's online learning. Assisting their children in online learning was difficult, because no adequate equipment or suitable learning environment was available, and because the parents lacked online learning skills. They thus required more support from schools. Third, the parents expected their children to have more direct online interaction with teachers and were interested in participating in an empowerment program to learn to support their children's online learning. According to the study results, the following suggestions are proposed: First, teachers should adopt both synchronous and asynchronous online learning designs. Second, relevant institutions should provide courses for parents to enhance their competence in assisting their children with online learning. Third, schools and relevant institutions should provide the corresponding support to disadvantaged families that experience difficulties and have specific needs for their children's online learning.

並列關鍵字

COVID-19 ； distance learning ； online learning

參考文獻

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