遠距同步與IRS教學對不同學習風格研究生學習成效之研究

The Research on Graduate Students' Learning Effectiveness by Synchronized Distance and IRS Teaching for Different Learning Styles

本研究旨在探討研究所課程學生採用遠距同步與IRS，對於不同學習風格之學生其學習成效之影響，並根據研究結果提出具體建議，以供大學實施遠距與IRS之教師及未來研究者之參考。為達成本研究目的，採用訪談法，以北部一所大學教育研究所修習「新興教育議題」學生為研究對象，採IRS與遠距數位同步教學進行研究。課程期程自109年3月至7月，於課程結束後，採質性訪談，針對遠距與IRS成效、學習風格差異與學習成效進行訪談，進行分析後，最後獲得以下結論： （一）遠距同步與IRS教學有其優點優點包括：1.遠距減少交通往返時間，減少攜帶資料的麻煩，2.教師的教學能力與同儕互動仍為關鍵，3.虛擬攝影棚的隱蔽性、設備的完整與頻寬為課程品質的關鍵概念，4.線上即時回饋與討論，有助於學習與反省。 （二）對遠距同步與IRS教學仍有改進空間建議事項包括：1.良好的教學必須具備完整的設備和操作，才能收其成效，2.可搭配具有教學效果的電子檔資料，3.對於遠距上課頻率可於第一次上課公布與確認，4.可開發學生平台，分享給其他同學，並提供更高頻寬的資訊條件，5.遠距教學可提高相處人際情感，並可鼓勵學生提問，6.實際面對面教學有其價值，可搭配運用。 （三）不同學習風格的學生在遠距同步與IRS教學模式下，學習滿意度大致上相同不同學習風格的學生在經過教學後，學習滿意度良好，並未有明顯差異，顯示不同學習風格的學生對於遠距同步與IRS教學模式並未有明顯的偏向。

The purpose of this research is to explore the impact of distance synchronization and IRS adopted by graduate students on the learning effectiveness of students with different learning styles, and to make specific recommendations based on the research results for teachers and future researchers who implement distance and IRS teaching in universities. In order to achieve the purpose of research, the interview method is adopted, and the students studying ''Innovative Education Issues'' in the educational graduate school of a northern university are used as the research cases. IRS and remote digital simultaneous teaching are used for research. The course period is from March to July 2020, after the course is over, qualitative interviews are conducted to realize interviews on the effectiveness of distance and IRS teaching, the differences in learning styles, and learning effectiveness. After coding and analysis, the following conclusions are finally obtained: (1) Remote synchronization and IRS teaching have their advantages Advantages include 1. Long-distance reduces transportation time and the trouble of carrying papers, 2. Teachers' teaching ability and peer interaction are still the mainly crucial point, 3. The concealment of the virtual studio, the completeness of the equipment and the bandwidth of web are the key concepts to the quality of the course, 4. Online feedback and discussion can be done instantly, which is helpful for learning and reflection. (2) There is still large spaces for improvement in remote synchronization and IRS teaching. Suggestions include: 1. Good teaching must have complete equipment and operations to arrive its effectiveness, 2. Provide electronic files with teaching effects, 3. For remote class frequency, it can be announced and confirmed in the first class., 4. It can develop a platform for students to share with other students and provide more high-bandwidth information conditions, 5. Distance teaching can improve interpersonal related emotions and encourage students to ask questions 6. Face-to-face teaching has its value and can be adopted to use. (3) Students with different learning styles are almost the same in learning satisfaction under remote synchronous and IRS teaching mode. After teaching, students with different learning styles have good satisfaction, and there is no obvious difference. It shows that students with different learning styles have no distinct bias towards the remote synchronization and IRS teaching mode.