| Summary: | 碩士 === 國立中山大學 === 資訊管理學系研究所 === 104 === With the rapid development and diffusion of information technology, the internet has changed learning and teaching at schools. In 2006, the Ministry of Education began establishing synchronous and asynchronous online classes in higher education and issued the Implementation Regulations Regarding Distance Learning by Universities. Currently, only thirty e-learning in-service education programs have received certification. Also in the process of applying for certification, the researcher found that many teachers and teaching assistants are in the habit of giving asynchronous classes. However, with this approach, students lack interaction, identity and have difficulty concentrating and gaining adequate information to engage in in-depth learning.
Little research exists on synchronous online teaching, even though it is one of the requirements to gain e-learning program certification from the Ministry of Education. For this reason, the researcher carefully documented a complete course to identify the difficulties that teachers encountered in adopting synchronous online teaching and the solutions they found to overcome these difficulties.
This study conducted a case study on a representative computer network course in which synchronous online teaching has been implemented for a decade. Observations and interviews were made to collect data, and a systematic analysis was performed using phenomenology. The researcher finally interpreted that the difficulties encountered in synchronous online teaching can be divided into three major categories: classroom management, software and hardware equipment, and familiarity with software. Solutions were provided as reference for teachers and learners in future synchronous online teaching.
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