非同步討論區與形成性教學評鑑之個案探討

A Case Study of an Asynchronous Discussion Forum and Formative Teaching Evaluation

本研究將非同步討論區結合形成性教學評鑑的理念運用於大學師資培育課程，以「個人心得策略」作為結合實體課程與非同步討論區的溝通機制。研究對象為修習師資培育中心「教學媒體與操作」課程的28 位學生。針對五週的學生的個人心得進行內容分析，研究結果發現學生提出的課程問題有漸次減少的趨勢，對於教師因應心得所做的課程調整，學生也有正向的教學改善知覺。而同儕間觀摩心得情形，影響了小組互動溝通，整體而言對上課氣氛也產生改變。建議未來可以進一步探討小組討論互動部分，以釐清小組討論對於教師教學之影響。

This study combines an asynchronous discussion forum with formative teaching evaluation and applies them to a course at a center for teacher education. Further， the study explores the strategy of using personal learning journals as a teacher-student communication mechanism and as a way of combining face-to-face courses and asynchronous discussion forums. The contents of the personal learning journals written over five weeks were analyzed. The results show that the issues raised by the students gradually reduced. Moreover， the teacher adjusted his teaching method， and the students positively responded to the improvement in teaching. In addition， students browsed through other students' personal learning journals， thereby influencing the interaction of small groups and the atmosphere of the course. In the future， we aim to further explore the interaction of an online group in order to clarify the effect of group discussions on teaching.