大學教師與遠距學習單位協同網路課程發展之歷程－以淡江大學為例

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Title:	大學教師與遠距學習單位協同網路課程發展之歷程－以淡江大學為例
Other Titles:	The cooperating process of university teachers and distance learning center in developing web-based courses: a case study of Tamkang university
Authors:	陳緯潔;Chen, Wei-chieh
Contributors:	淡江大學教育科技學系碩士班王佩如;Wang, Pei-ru
Keywords:	遠距學習單位;網路教學;教學支援;distance learning center;web-based instruction;institutional support
Date:	2005
Issue Date:	2010-01-11 00:29:57 (UTC+8)
Abstract:	在網路遠距教學的環境之下，教學的型式與教師的角色均與傳統教室裡面對面上課的型態有所不同，對於初經歷網路教學課程的教師來說，不全然瞭解遠距教學的型式，也不一定都具備有規劃教學與使用網路多媒體工具的能力。因此，在遠距學習單位支援的過程中，教師自身在課程發展製作與教學上，需要得到哪些協助，而遠距學習單位是否提供了教師所需要的服務與支援，都會影響教師本身與網路教學的進行。本研究採用質化研究的方式，以淡江大學為研究個案，深入訪談法四位具有網路教學經驗的教師，和二位遠距學習單位負責行政與課程製作的人員，搭配相關文件資料的分析，深入了解教師在網路課程設計各階段的需求，以及遠距學習單位提供給教師的協助有哪些。研究結果發現，遠距教學中心提供給開設網路教學課程的教師，主要的支援在於課程前置作業時的問題諮詢服務、課前訓練、教材製作的支援、教學期間課程助教的提供，以及教學平台操作與技術方面的支援。但教師在設計網路教學課程時仍有其他的需求，包括教育訓練、訓練內容與型式、教材製作與修正、技術諮詢、課程教學評鑑等五方面的需求。然而，每位開課教師在開課動機，以及自身的知識、態度與技能上皆有所不同，遠距教學中心如何在考量各教師需求，且符合中心作業狀況的情形下，儘量協助教師順利發展網路教學課程，則是值得深思的議題。 In the environment of web-based instruction, both the teaching format and the role of teachers are different from the traditional classroom. However, for those first-time faculty in the area of web-based instruction, they don’t usually have the competency to utilize multimedia tools in designing courses. Therefore, the support of the distance learning center becomes essential. This study used a case study method to investigate types of support needed from the faculty and types of support provided by the Tamkang University’s Distance Learning Center. In-depth interviews were conducted with four instructors who had taught web-based courses and two staffs who had worked at the Distance Learning Center. In addition, data was collected through organizational documentations, web courses development materials, and researchers’ journals. According to the findings, the main assistance provided by the center were the consultation with first-time offered web courses, training presentations and workshops, courses design and development, and tutors and technical support. However, faculty still needed additional assistance, including more training on the format of faculty development, course design and revision, technical consultation, and course evaluation. However, the motivation, knowledge and skills of each faculty are different. To meet each individual faculty’s needs and yet with organization’s goal is a topic needs further investigation in the future.
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