線上教學師生互動初探──社會臨場感觀點

A Preliminary Study on the Teacher-student Interactions in Online Teaching-Social Presence Perspective

2020年全球新冠肺炎疫情爆發，第一研究者關切如何在線上教學融入師生互動，以兩班學生共106位學生為研究對象，各實施兩節課100分鐘的教學原理課程，並以社會臨場感觀點探討線上教學師生互動情形。本研究蒐集Google Meet線上教學錄影、學生課後回饋，以及社會臨場感量表等資料進行分析。研究發現：一、教學者在線上教學，最常使用的情意／情感、凝聚力性和互動性指標項目，分別是自我揭露與價值觀表現、稱謂與談論小組，以及詢問問題。二、在同步線上教學環境中，教師與學生皆可相互揭露自我，有利於建立、鞏固師生間的親密關係和信任感。三、詢問問題是線上教學過程中教師與學生建立且維持互動的主要方式。四、教學者使用自我揭露與價值觀表現、稱謂與談論小組，以及詢問問題等社會臨場感三類指標項目之教學策略，能讓學生在線上教學留言互動與討論感到自在，並能促進討論。

"At the beginning of 2020, COVID-19 broke out, many countries announced the suspension of classes, and encouraged teachers to teach students online. As a teacher trainer, the first author had made early preventive measures in response to the suspension of classes that may be encountered at any time due to COVID-19 epidemic in Taiwan, and had taught two classes of students who took''Principles of Instruction''by Google Meet online teaching in April 2020. Researchers concerned about how to integrate teacher-student interaction rather than one-way teaching in online teaching, therefore, this study was intended to explore the teacher-student interaction in online teaching from the perspective of social presence. The research subjects were 106 students who took the first author's class in the second semester of the 108 academic year and agreed to participate in the research. We collected material such as online teaching videos of Google Meet, student feedback after classes and social presence scale to analyze. The results showed that 1. The most commonly used affective, cohesive, and interactive indicators by the teacher in online teaching process are self-disclosure & values, vocatives & group references, and asking questions. 2. In the synchronous online teaching environment, the teacher and students can disclose themselves to each other, which can establish and consolidate the close relationship and sense of trust. 3. Asking questions was the main way for the teacher and students to establish and maintain interaction. 4. The teacher used teaching strategies of three social presence indicators which can make students feel comfortable in the messaging interaction and discussion in Google Meet online teaching, and promote discussion. It helped teachers and students to interact and enhance the quality of teaching."