远程网络课程质量保证之个案研究

Ensuring Quality in an Online Distance Computing Course

本文通过描述一个计算器网络课程的案例，分析如何利用一个创新、高质量及学习者主导的教学环境来提高学生的参与和投入。该课程由香港一所大学提供，每学期约有180名非计算器本科生修读。作者以各种远程教育的优良实践方法和基准作为基础，对此课程的不同层面进行评价，并针对学生学习情形、行为表现、学习成果及对课程的评价进行了两次追踪调查访问。结果显示，学生在学期中及学期末的行为表现有显著的差异。例如、他们使用自评练习的时间由期中考试前的平均每周1.27小时增至期终考试前的2.63小时；考试成绩较好及较差的学生都分别根据其学习成果调节自己的学习态度及方法。本文就调查结果，进一歩讨论及确定了一些适合本地技术辅助教育的实践方法。

This paper describes an illustrative case of an online distance education course in introductory computing which aimed to empower learners by facilitating active learning in an innovative， high quality， and student─centered learning environment. This course was offered to 180 non─computing science students at a university in Hong Kong. In this paper， this computing course will be first evaluated against various principles for good practice in undergraduate education that have been adapted for distance education， as well as the benchmarks established by The Institutions， respectively. Results showed that towards the end of the course， statistically significant differences in learners’ behaviors were found， e.g.， the use of self─assessment activities rose from an average of 1.27 hours per week prior to mid─term examination to 2.63 hours per week prior to final examination. It was also observed that high─achievers and low achievers adjusted their studying methods and their attitudes towards the course in different ways. It is expected that by documenting this experience， some good practice in technology─mediated instruction can be identified.