How多元線上學 為自己而學
今年（2024）寒假，為了支持學生適性發展，去年底東海大學素養導向高教學習創新計畫實施「How多元線上學」，讓來自文學院、社科院、管理學院、創藝學院等二十七位人社領域的學生藉由寒假積極探索自己潛能和興趣。
這項方案同時參照日文系《契約學習》課程設計元素，讓學生宣誓自己的「學習契約書」，再開始觀看「好學校Hahow for Campus」線上課程並學習。並與同學們約定在指定日回傳學習進度，國貿系的李同學表示「還好有設定回傳學習進度的日子」，這讓她能夠督促自己維持學習進度。
從申請「How多元線上學」的「學習契約書」觀察，人社領域學生線上自主學習範疇以英文或日文語言學習、影片剪輯、文案社群經營為學習標的。
學習是需要找到合適自己的學習策略與方法，因此於本月21日舉辦「How多元線上學學習交流會」，以促進學生間學習策略交流，從聆聽別人作法中，找尋並試驗合適自己的學習策略，成為終身學習者。
同時，學習交流會邀請同學選修線上日語授課教師林展弘老師，以及Hahow好學校線上學習平台代表一同參與，聆聽同學們的線上自主學習想法，共創更好的線上學習資源給學生。
學生展現學科專業外的光彩
「比起網路上調色技術與感光元件影片著重在操作技術，課程是從講解原理開始，反而比較容易瞭解操作的邏輯」對於攝影頗有興趣且一直自我精進的社會系陳同學表示。
國貿系施同學在大一、大二時，對區塊鏈就有興趣，透過這次線上學習更有系統地建構對區塊鏈知識，也能夠從網路上找尋其他資源進行更深入的學習。透過這次方案，線上自學社群經營與文案以及影片剪輯的國貿系吳同學則表示，學到很多在學校沒辦法學到的內容。
國貿系施同學分享自己學習區塊鏈經驗並展示冷錢包
深化自己學科專業 鏈結職涯
「提升自己英語能力，順利進入職場與不同國籍同事在coffee break聊上幾句，因此學習社交英文」國貿系郭同學表示。同時，透過這次線上學習，從語言角度認識不同文化的差異，增進自己跨文化素養。
對於中文系李同學而言，瞭解文案以及社群經營，是這次自主學習最大的收穫。
國貿系李同學課程著重在數位行銷以及數據分析，她表示「深入了解了許多新趨勢和市場動態」，這也讓李同學更加確信對於未來的職涯方向和目標，特別是在管理領域的興趣和適合度。
國貿系李同學(左)與郭同學(右)分享自己線上學習的學習紀錄
不只聽完就結束 學習遷移到未來生活
「學習影片剪輯一開始是拓寬自己職涯選擇，後來發現剪輯是一種將抽象語言具象化的表述」哲學系楊同學表示。
建築系張同學自主學習「動態設計」，除了瞭解動態的製作，也瞭解動畫師前期的工作內容。她也將課程學習到的SOP，運用在未來在各類設計規劃階段的細節與流程；也將學習到心智圖，用於彙整自己思考脈絡從而得知自己思考模式。
在申請階段時，中文系范同學則有意識，想利用線上自主學習提升自己資料彙整能力，因此選擇觀看「啾啾鞋的資料彙整術」，課程教授的三點學習法，令他印象深刻。
同時，利用這堂課程所學到資料整理，在寒假研究精品為什麼可以賣得特別高價的原因並製作成簡報。「未來對自己有興趣的事情，也會運用在這門課學到的內容」范同學表示。
其他同學向范同學提出「資料整理術真得好用嗎？」，經由同學間討論，得出：無論學習到什麼，多多練習，將知識內化成自己的思維模式就會習慣上手。
中文系范同學運用自主學習資料整理術成果
低成本探索自己興趣、跨領域嘗試
社會系謝同學表示，這項方案對於學生而言，「可以用很低的成本探索自己的興趣，並快速瞭解到需要延伸學習的領域」。就像資管系許同學學習UI/UX介面的設計工具Figma後，發現自己真得不適合。
對於線上自主學習，參與交流會多數同學認為，給予了同學很多彈性和自主性，讓同學可以根據自己的節奏和興趣進行學習。中文系高同學表示，除了探索自己的興趣，也精進自己已有學習過的能力。
線上自主學習過程中，同學們跨學科學習，促進他們瞭解不同專業的人怎麼去思考。同時，同學們也思考如何將其他領域的知識跟自己專業結合，例如攝影跟哲學怎麼連結。
參與「How多元線上學」同學們彼此交流寒假線上自學經驗
原來你我，線上自學策略不一樣！
透過寒假線上自主學習，多數同學反思到一開始自己設定學習目標的「野心」太大，低估了假期帶來心態上的鬆懈。事先考量到這點的哲學系楊同學，在寒假最後一週並沒有安排任何學習進度，以作為最後衝刺進度的學習週次。
日文系林同學覺得自己很難進入學習的狀態，透過「番茄鐘工作法」每次定時25分鐘專注學習，番茄鐘響了就休息五分鐘，之後再接續。藉此告訴自己，先讀25分鐘就好，以維持學習的動力。
除了獨自學習外，也有參與同學跟同儕一起督促彼此。中文系蔡同學表示，她和她的朋友有各自不同的學習目標，她們會過視訊通話一起讀書，也會定時檢視彼此成果。
不少同學發現當學習進度落後時，會重新檢視自己學習契約書後，在有限時間內重新盤點自己所需調整在衝刺學習。同時，他們也更知道自己想要什麼，以及不想要什麼。
線上課程「日文助詞大補帖」授課教師林展弘老師與同學進行學習交流
更符應個人需求的學習，但缺乏互動性
財金系洪同學提到，日語學習時不確定自己講得語調正不正確。缺乏互動性以及作業回饋，是同學反應線上課程自主學習的缺點。
就此，部分同學們認為線上學習比較適合用來提升自己軟實力，需要操作性的課程則適合實體學習，例如學習程式語言。
除此之外，當面對學習相關問題時，也比較沒辦法立即得到解決。「有些學習上的疑問，就算自己找到答案了，也還是很不確定，會有一種不安感」中文系蔡同學表示。
線上學習，除了可以自由安排學習時間與地點的彈性外，相較於實體課程，同學們可以不用擔心自己理解能力，反覆觀看自己剛學習第一遍還不熟悉的內容。外文系黃同學則提到，線上自主學習是讓學習更個人化。
學生期待學習交流會可以不只一次，以促進他們共學，交流線上自主學習想法。在授權觀看課程種類上，學生反應希望可以新設Procreate相關課程、進階語言課程、增進軟實力的課程等。
「學校可以多辦一點這種活動」中文系蔡同學表示，根據執行問卷回饋，填寫問卷學生100%願意繼續參與「How多元線上學」。日文系林同學表示，謝謝舉辦這次線上課程，希望以後還有。建築系張同學提出，希望在學期中也可以開放Hahow多元線上學。這意味著，這項方案能以一種富有彈性，對學生而言低成本試探的機制，支持學生適性發展。
How Diversified Online Learning: Learn for Yourself
To support students’ adaptive development during winter break, the Tunghai XPlorer project initiated the “How Diversified Online Learning”. Twenty-seven students from humanities and social science disciplines, including College of Arts, College of Social Science, College of Management, and College of Fine Arts and Creative Design, to actively explore their potentials and interests.
This program also take reference from “Learning Contract” from the department of japanese language and culture, students pledged their “learning contract” before proceeding to “Hahow for Campus”. Students were also asked to send in their learning progress on designated date. Lee, a student from the department of international business, remarked “thankfully there’s designated date for sending in learning progress”, this helped her to supervise and maintain learning momentum.
Observing from the “Learning Contracts” submitted during application, the learning goals for online self-directed learning by students from humanities and social science disciplines mostly focused on English, Japanese, video editing and social media management.
An important aspect of learning is to find the learning strategy and method that suit you the best, therefore “How Diversified Online Learning Experience Sharing Session” was hosted on the 21th of February. The aim of this session is to encourage exchange between students regarding their learning strategies, to learn and adopt from others strategies to find the strategies that suit the individual the most, and to become lifelong learners.
Zhanghong Lin, who teaches an online Japanese course, and representative from Hahow for Campus online learning platform, was invited to participate in the session. For them to listen to student’s opinions on self-directed online learning, and collaboratively create better online learning resources for students.
Students Shine Beyond Their Academic Discipline
“Compared to the usual course online that focuses on operating techniques, such as color grading techniques and image sensor, the course from how began from the principles, making it easier to understand the logical flow of operations” expressed by Chen, a student from department of sociology that have deep interest in photography and continuously self-learn.
Shi, a student from the department of international business had developed a great interest in blockchain since Freshman, got the opportunity to more systematically build up their understanding of blockchain, and was able to explore other online resources to deepen their understanding. Wu, also from the department of international business that learned about social media management and video editing, expressed that she was able to learn contents that wouldn’t be accessible through traditional schooling.
Deepen Disciplinary Knowledge, Connect to Future Career
“I wanted to learn social English to improve my English proficiency, to be able to pursue a career where I can chat with colleagues of different nationalities during coffee break” expressed Guo, from department of international business, who gain insight on cultural difference through the linguistic perspective, and improved cross-cultural competency.
For Lee, from the department of chinese, understanding social media management is the greatest gain from this self-directed learning endeavor.
Lee, from the department of international business, focused on digital marketing and data analysis, expressed she gained “a deep understanding in many new trends and market dynamics”, and strengthened her confidence in future career path and goals, especially on her interest and compatibility with the field of management.
Learning Doesn’t End After Listening, It Transitions into Future
“Learning video editing was originally for broadening future career options, but I found that editing is a method of concertizing abstract languages” expressed Yang from the department of philosophy.
Zhang, from the department of architecture, decided to learn about “motion design”, in addition to understanding motion production, also provide understanding of the preliminary work of animators. She also applied the SOP she learned from the course to various design planning stages; she also intended to incorporate mindmap, to organize and deepen understanding of her thought pattern.
Fan, from the department of chinese, have decided to use this opportunity to improve on their data aggregation skills, therefore choose to study “chuchushoes’s Data Aggregation Techniques”, the three point learning method, made a deep impression.
Fan utilized what they learned from the course and applied onto the process of poster making on the topic of why luxury products can be sold at such high prices. “I will also apply the content learned from the course to topics I am interested in the future,” expressed Fan.
Other students asked Fan, “Is data organization and summarization that useful?” Through discussion, the students reached a conclusion: regardless of the subject, practice makes perfect, and enhances internalizing the knowledge into our thinking framework.
Interdisciplinary Attempts, Exploring Interests at Low Cost
Hsieh, from the department of sociology, expressed this program allows students to, “explore their interest at a very low cost, and quickly understand what other fields to branch off to”. An example would be Hsu from the department of information management took a lesson on Figma, a tool for designing UI/UX interface, quickly realized they were not cut out for it.
THe majority of students attending the session believe that online self-directed learning gives students more flexibility and autonomy, allowing students to learn at their own pace and interests. Gao from the department of chinese expressed, besides exploring interest, it also allows enhancement of existing skills.
Students were able to participate in interdisciplinary learning in the process of online self-directed learning, which promoted understanding of how professionals from different fields think. Additionally, students also get to think of how to integrate their specialities with knowledge from other fields, for example, how to connect photography with philosophy.
Turns Out Everyone Has a Different Strategy for Online Self-directed Learning!
Many students reflect on their learning goals after the online self-directed learning during winter break, and realized their goals were too “ambitious” and they underestimated the lack of discipline during vocation. Yang from the department of philosophy took this into consideration beforehand and did not arrange any learning process for the last week, allowing that week to act as a buffer for final sprints.
Lin from the department of japanese language and culture found it hard to get into the mood of learning, therefore choose to utilize the Pomodoro method. She set a timer for a 25 minute focus learning session, and took a 5 minute break once the timer rings, and set another time after the break. The Pomodoro method helps by telling them, just focus for 25 minutes, and maintain motivation for learning.
In addition to individual learning, some participants formed study groups to monitor and encourage each other. Tsai from the department of chinese expressed that she and her friends have different learning objectives, but they study together in video conferences, and set periodic check-ins for learning progress.
Many students reexamine their learning contract when they realize they are falling behind, and take time to analyze and understand necessary adjustments and sprint through their progress. At the same time, after taking a step back and analyzing their needs, they have a better understanding of what they want, and what they don’t want.
More Personalized Learning, Yet Lack Interaction
Hong, who is from the department of finance, mentioned she was unsure about her tones when speaking Japanese. The lack of interaction and homework feedback is the main drawback to online self-directed learning as reported by students.
Some students believe online learning is more suitable for improving soft skills, while for courses that require more hands-on activities, like programming, in person courses are more suitable.
In addition, when problems arise, it’s harder to get an immediate response. “Some problems, even when I find the answers myself, I feel a sense of uncertainty and uneasiness” expressed Tsai from the department of chinese.
Online learning, besides the benefit of allowing more flexible learning hours and location, also eased the concern about comprehension, as students can keep rewatching to familiarize the content. Huang from the department of foreign language and literature mentioned, online self-directed learning makes learning more personalized.
Students look forward to more experience sharing sessions in the future, to encourage them to learn and exchange experience together. In terms of course topics, students respond they hope to add courses related to Procreate, advanced language courses, soft skills, etc.
“The university can organize more events like this” expressed Tsai from the department of chinese. According to questionnaires, 100% of the students are willing to continue “HOW Diverse Online Learning”. Lin from the department of Japanese language and culture expressed their gratitude for the program, and hoped there would be more. Zhang from the department of architecture proposed to open Hahow diversity online learning during the semester. Allowing the program to support student adaptability development in a flexible, low cost mechanism.
撰文：吳孟珊
翻譯：楊思媛