Bao, Y., & Chen, Y. (2022). Optimizing Remote Synchronous Learning in A Chinese Language Class: Theory and Practice. Journal of Technology and Chinese Language Teaching, 13(2), 39-63.
[鲍莹玲, & 陈雅芬. (2022). 优化中文语言课堂的远程同步学习：理论及实践. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 13(2), 39-63.]

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Abstract/摘要：

During the COVID-19 pandemic, remote synchronous teaching became the mainstream form of online instruction. However, reducing transactional distance – the psychological and communicational distance between instructors and students is one of the main challenges. Drawing from the Theory of Transactional Distance (TTD), this study describes the design and implementation of a remote synchronous class with high structure, high dialogue, and high autonomy for a second-year Chinese course at the post-secondary level. High structure is reflected in the organization of teaching content as well as the content delivery methods. High dialogue denotes a high degree of learner-content, learner-instructor, and learner-learner interaction within the course. Additionally, learner autonomy is increased through the presence of reflection tasks. Findings from surveys show students’ high level of satisfaction with this design. However, due to the nature of language courses and the alienation caused by distance learning, most students still prefer face-to-face or hybrid courses. We hope this case study can shed light on how to integrate the strengths of synchronous and asynchronous teaching in future course design.

疫情期间，远程同步教学成为了网上教学的主流形式。网上教学的一大难题就是如何减少交互距离，即师生交流时在心理及沟通上的距离。本文借鉴交互影响距离理论，以大学中文二年级课程为对象，设计了一门高结构性、互动性及自主性的远程同步课。具体来说，高结构性主要表现在教学内容组织、内容传递方式等方面。高互动性则包括学生与内容的互动、学生与老师的互动、以及学生与学生的互动。同时通过反思任务加强学习自主性。从学生的问卷调查及反馈来看，学生对于课程的设置高度满意。尽管如此，由于语言课程的性质、网课对学生自主性的要求、加上疏离感等原因，多数学生也表示更倾向于面对面授课或者混合授课方式。本文希望通过对交互影响距离理论的实践，可以启发老师设计出融合同步与异步教学优势的课程。