摘要：長久以來，高等教育已經非常習慣以實體教學作為主要的教學方式了。然而，隨著疫情的肆虐，許多老師和學生不得不採用線上教學的方式來進行課程。在本篇文章當中，我們將介紹許多老師常有的疑惑與問題，幫助老師快速掌握同步線上教學的小技巧。

Q：我上課的時候一定要開視訊鏡頭嗎？有點尷尬誒！

A：過去的研究發現（Guo et al., 2014），有老師頭像的影片學習效果最佳！我們建議老師能在上課時打開自己的視訊鏡頭，讓學生看見您的頭像，增加臨場感。

Q：我應該要求學生開視訊鏡頭嗎？

A：我們建議老師可以事前跟同學溝通，但建議老師別要求全程打開視訊鏡頭。由於同學上課時可能在不同的環境（如：宿舍、餐廳等），不見得適合隨時打開鏡頭，且全部打開鏡頭時會影響視訊的品質。我們建議老師在特定的時間，請學生打開視訊鏡頭，如：課程開始前、進行小組討論時、課堂結束前。

Q：遠距教學就是開視訊鏡頭跟學生上課嗎？

A：這是其中一種方式喔！開視訊鏡頭在授課時段同步上課，叫做「同步線上教學」。老師也可以選擇事先錄製課程影片、設定討論區或請學生在時間內查找資料，這些不需要老師跟學生同步進行的教學稱作「非同步線上教學」。

Q：我的課程一定要整學期都遠距上課嗎？

A：不一定！根據教育部的規定，遠距課程是指單一科目授課時數二分之一以上以遠距教學進行的課程（包含：課程講授、師生互動討論、測驗及其他學習活動之時數），才叫做「遠距課程」。若不符合上述條文，老師的課只是在一般課程中融入數位學習的元素，則無需通過申請。若課程的形式為遠距課程，需事前提出申請，並且符合相關規定喔！

Q：我要怎麼跟學生在線上的課堂上互動呢？

A：在同步的課程裡面，老師可以在課程講解一個段落時（約15分鐘左右）設計問題討論。老師可以讓學生點擊「舉手」打開麥克風發言等。此外，老師也可以搭配即時反饋系統（IRS），像是Slido這樣的軟體，設計題目、民意調查、或讓學生自己提問，讓學生同步回答。在非同步課程當中，因為老師通常無法跟學生直接面對面互動。老師可以在學習平台的討論區設計一些（1）具爭議性的討論議題；（2）請學生提出自己的想法；（3）請學生查找資料後分享心得等。此外，老師也可以事前設計一些理解性的問題，如：小測驗、是非題等，讓學生自己檢測對課程的理解程度。

過去的研究指出使用即時互動回饋系統（IRS）對於學習好處多多。舉例來說：在高等教育的課堂中認知學習更加投入（Mayer et al., 2009）；搭配遊戲使用IRS系統學業表現更好、課堂滿意度與參與度更高（到課率、學習動機、注意力）（Hung, 2017）；使用時因技巧與挑戰平衡、有回饋、目標明確，讓學生更容易進入心流狀態（專注、控制感、有自成目標經驗），讓學生更能有學習感（Buil et al, 2019）。

Q：學校有eLearn、eeClass兩個教學平台，該用哪個好呢？

A：eLearn、eeClass都有各自的優勢！計通中心有整理不同平台的優劣勢，歡迎參考比較計通中心整理的表格。若平台有使用的疑慮或問題，歡迎聯絡計通中心學習科技組的同仁為您答疑（eeclass平台請聯絡廖倪佑小姐，校內分機：31237；eLearn平台請聯絡魏妙如 小姐，校內分機：31243）！

Q：我要如何點名？

A：由於本校並無購買具備點名功能的Google Meet服務，建議老師可以約定一個課程開始時間，要求學生當場在時間內完成點名。舉例：早上10:00的課，老師可以要求學生在10:05分前在討論區依照固定格式完成點名（如：109078820王力宏簽到！）或是，老師可以運用Google Chrome擴充功能的Attendance List套件輕鬆完成紀錄。

Q：我的課堂需要學生分組討論，我該怎麼做？

A：由於本校目前所使用的Google Meet服務為「Google Workplace for Education Fundamentals」方案，尚未開放此功能。我們推薦老師使用Webex軟體進行分組討論的活動。老師可以請助教事先設定不同的小討論組別或由電腦隨機分組。我們建議老師在分組討論前，明確設定討論的時間、內容、以及如何呈現討論的結果。除了使用會議軟體外，若學生本來就具有不同組別，也可以請他們依照組別建立Line的聊天群組，直接在Line上面討論。

Q：我在上課的時候，學生有時候會斷線再加入，每次的通知很煩人，我該怎麼辦？

A：建議老師使用「Google Meet 自動接受工具」，即可讓加入課堂的學生自動加入（請參閱：開發者網頁）。

Q：我是理學院老師，我在課堂上都用黑板手寫，我該怎麼做？

A：我們建議老師運用手寫板或平板電腦（如：iPad）搭配手寫筆手寫，分享畫面給線上上課的同學。老師可以直接在PowerPoint或PDF上手寫，或是透過Google Jamboard（Google Meet內建功能）進行手寫。若老師有課堂手寫需求，請聯絡教學發展中心，我們有少量的手寫板與平板電腦可供老師短期借用。

Q：學生如果需要進Lab做實驗要怎麼做？

A：原則上較不建議遠距實驗。若因疫情影響，請參考以下方式：

遠距簡易實驗：對於部分簡單的實驗，我們建議老師與助教討論後，整理簡易實驗包搭配影片或講義，郵寄給學生做簡單的實驗。例如：理學院物理系戴明鳳老師曾在「普通物理」課運用此方式（請參閱報導1、報導2）。

虛擬實驗室：有些實驗會有「虛擬實驗室」線上工具，如：電資院黃能富老師物聯網課程就發展過虛擬IoT電路板；原科院周秀專老師開發AR細胞學習教材軟體，建議若有類似需求的老師可供參考。

分組實體實驗：若以上的方式皆無法達成或涉及貴重儀器設備之實驗，建議採分組進行，建議老師與助教規劃，安排學生分組在不同時間進實驗室做短期實驗，或直接在課堂上以影片拍攝操作示範。

Q：我上完線上課程時，想把我課程的內容錄影起來，可以嗎？

A：若老師使用Google Meet，由於本校採用「Google Workplace for Education Fundamentals」基本方案，並不支援此功能。建議老師向計通中心申請Webex軟體帳號，並提前設定錄影，課堂後立刻下載影片。

Q：我不太會使用線上會議平台，可以教教我嗎？

Ａ：教發中心過去曾舉辦Google Meet平台、Microsoft Teams平台的簡易教學工作坊，老師可以點選影片觀看學習。若有其他問題，也歡迎致電教發中心郭孟倫博士詢問。

Q：學生都在家裡，我要怎麼進行課堂評量？

Ａ：這是個嚴肅的問題。因為不同學科會有不同的評量方式，請老師參閱遠距評量建議指南，建議事前準備演練。

Q：有沒有推薦哪些線上教學用的軟體或工具？

Ａ：網路上有許多線上教學用的小工具或軟體，教發中心蒐集整理一些互動小工具以及互動式線上教學資源彙整。

參考文獻：

Buil, I., Catalán, S., & Martínez, E. (2019). The influence of flow on learning outcomes: An empirical study on the use of clickers: The influence of flow on learning outcomes. British Journal of Educational Technology, 50(1), 428–439. https://doi.org/10.1111/bjet.12561

Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Proceedings of the First ACM Conference on Learning @ Scale Conference, 41–50. https://doi.org/10/tp6

Hung, H.-T. (2017). Clickers in the flipped classroom: Bring your own device (BYOD) to promote student learning. Interactive Learning Environments, 25(8), 983–995. https://doi.org/10.1080/10494820.2016.1240090

Mayer, R. E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Campbell, J., Knight, A., & Zhang, H. (2009). Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes. Contemporary Educational Psychology, 34(1), 51–57. https://doi.org/10.1016/j.cedpsych.2008.04.002


 

Abstract:
For a long time, higher education has primarily relied on in-person teaching. However, with the outbreak of the pandemic, many instructors and students were forced to adopt online teaching. In this article, we address common questions and concerns raised by teachers and share practical tips for synchronous online teaching.

Q: Do I have to turn on my video camera while teaching? It feels awkward!
A: Past research (Guo et al., 2014) shows that videos with the instructor’s face yield the best learning outcomes. We recommend that teachers turn on their video camera during class so students can see you, which increases presence and engagement.

Q: Should I require students to turn on their cameras?
A: It is better to communicate with students beforehand but avoid requiring cameras to be on at all times. Students may attend class in different environments (e.g., dorms, cafés), which may not be suitable for always having the camera on. Additionally, too many active cameras may reduce video quality. Instead, we suggest asking students to turn on their cameras at specific times, such as before class begins, during group discussions, or at the end of class.

Q: Is distance teaching just about teaching on camera with students online?
A: That’s only one method, called synchronous online teaching. Teachers can also pre-record videos, set up discussion forums, or assign independent research tasks. These are examples of asynchronous online teaching, which does not require real-time interaction.

Q: Do I have to teach online for the entire semester?
A: Not necessarily! According to the Ministry of Education, a “distance course” is one where more than half of the total teaching hours (lectures, discussions, assessments, and activities) are conducted online. If your course doesn’t meet this requirement, it’s considered a regular course with integrated digital learning, and no special application is required. However, if it qualifies as a distance course, an application and compliance with related regulations are necessary.

Q: How can I interact with students in an online class?
A: In synchronous classes, you can pause every ~15 minutes to pose questions, allow students to “raise their hand” and unmute, or use Interactive Response Systems (IRS) like Slido for polls, quizzes, and Q&A.
In asynchronous classes, since face-to-face interaction is limited, you can design discussion prompts on the platform, such as (1) controversial topics, (2) personal reflections, or (3) research-based sharing. You can also include self-check quizzes (e.g., multiple-choice, true/false) to help students assess their understanding.

Research shows that using IRS tools has multiple benefits: it enhances cognitive engagement in higher education (Mayer et al., 2009), improves academic performance and satisfaction when combined with gamification (Hung, 2017), and supports “flow states” by balancing challenge, feedback, and clear goals (Buil et al., 2019).

Q: Which platform should I use—eLearn or eeClass?
A: Both platforms have their strengths. The IT Center has compiled a comparison table of their advantages and disadvantages. For assistance, please contact the IT Center Learning Technology Division:

• eeClass: Ms. Liao Niyou, ext. 31237

• eLearn: Ms. Wei Miaoru, ext. 31243

Q: How can I take attendance?
A: Since our Google Meet service does not include a built-in attendance function, we suggest requiring students to check in via the discussion forum at the start of class (e.g., “109078820 Wang Lihong present!”) or use Chrome extensions like Attendance List.

Q: How do I manage group discussions online?
A: Our current Google Meet plan (Google Workspace for Education Fundamentals) does not support breakout rooms. We recommend using Webex for group discussions. TAs can pre-assign groups or let the software randomize them. Before starting, set clear expectations for discussion time, topics, and presentation of results. Alternatively, students can form their own chat groups (e.g., via Line).

Q: Students often disconnect and rejoin during class, and the notifications are annoying. What should I do?
A: Use the “Google Meet Auto Admit Tool” so students can rejoin automatically without repeated pop-up notifications.

Q: I usually write on the blackboard in class. What should I do online?
A: Use a tablet (e.g., iPad) with a stylus or a handwriting pad. You can write directly on PowerPoint/PDFs or use Google Jamboard in Meet. The Teaching Development Center also has a limited supply of tablets available for short-term loan.

Q: What if students need to do lab experiments?
A: Remote labs are not ideal, but possible options include:

• Remote simple experiments: Prepare simple kits with instructions or videos, mailed to students (e.g., Prof. Dai Ming-Feng, Physics). News1 News2

• Virtual labs: Online tools like virtual IoT circuit boards (Prof. Huang Neng-Fu, EECS) or AR-based biology software (Prof. Chou Hsiu-Chuan, CNS).

• Small in-person groups: Schedule lab access in small groups or provide recorded demonstration videos.

Q: Can I record my online classes?
A: Google Meet under our plan does not support recording. We suggest applying for a Webex account through the IT Center, which allows recording and downloading immediately after class.

Q: I’m not familiar with online platforms. Can I get training?
A: The CTLD has hosted workshops on Google Meet and Microsoft Teams. You can watch the tutorial recordings, or contact Dr. Kuo Meng-Lun at CTLD for assistance.

Q: How can I assess students when they are all at home?
A: This is a critical issue, and approaches vary by discipline. Please refer to the Guidelines for Online Assessment and conduct practice runs in advance.

Q: Any recommended tools for online teaching?
A: Many useful tools are available online. The CTLD has compiled interactive tools and online teaching resources for reference.