A Research on the Influential Factors of Instruction of Mandarin e-Instructors Based on the Concerns-Based Adoption Model－Using A Mandarin Center as An Example

• Main Authors: Chih-Ching Tsao, 曹之菁
• Other Authors: Chun-Yi Shen
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/ftmqx8

碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 102 === With the new teaching and learning trend and vision attributed to Internet technology and digital learning, all teaching units are attracted to develop their e-learning platforms for satisfying the learners’ needs of multiple choice for multi-learning. However, it can be a big challenge or decision-making for those teachers adopting face-to-face courses. Because of the lack of experience or precedent, participating teachers encountered some unknown troubles and doubts on the content and implementation of courses. This study aims to know the situation of Madarian E-teachers participating International Distance Instruction, chosed one Madarian Center as a research field and interviewed five participating teachers by adopting Qalitative Research on Semi-structured Interview and to assist teacher perform higher teaching quality and to facilitate their professional development by adopting Concerns-Based Adoption Model (CBAM) for analyzing and understanding the stages of concern and Levels of Use of Mandarin E-teachers’ distance education. The result from the case study reveals that these five Madarian E- teachers all share the identical features in the Management stage of the task-concern. They care for the process of practical use of innovative courses and understand how to best use information and apply resources. Besides, three of them are even concerned about the impacts of innovative courses on students and further offered some assessment and observation. Therefore, these three teachers’ attaining stage of concerns is higher; namely, the Consequence stage of impact-concern. In the dimension of Levels of Use, all of the five Madarian E-teachers’ scope of use attained the Level of Routine. Theoretical evidences show that this stage can be considered as meaningful implementation. In study, three teachers attaining the Consequence stage of impact-concern chosed intensive course arrangement and considered it from students’ viewpoints for the ready effectiveness of innovative courses. Consequently, the room and scope of implementation is broader, which turned the Routine Level of Use to the Refinement Level. Researchers find that there is an existence of correlation between the former and the latter; namely, the more obvious feature the Stages of Concern the teachers own, the more steady scope the Levels of Use the teachers have, which meets the theretical base that ‘ the higher the development of Stages of Concern is, the higher the scope of Levels of Use becomes.’ However, all five teachers’ concerns for innovative courses and their development of Levels of Use are well-developed. Concerning the implementaion of couse, all of them attained the meaningful level. Owing to the restrictment of teaching environments, equipments, conditions, and individual traits, the tendency of its upward extendness and development is reduced. In the end, this study purposes few suggestions for language centers, participating teachers and future study, anticipating the unobstructed facilitation and development of distance education and the ample room for Distance Education Teachers’ development of multiple adaptation.