本文以清華大學 2020 上半年全校因疫情實施遠距教學之際作為研究背景, 利用珍貴的清大教學意見調查資料, 搭配 COVID-19 的自然實驗, 採用量化研究方法, 探討教學成效是否受到遠距教學影響, 針對課程互動性、課程教授、課程方法以及課程品質進行關聯性評估。 本文發現: 修課學生在疫情中被迫參與遠距課程後, 遠距教學的實施在課程互動性、課程教授、課程方法、課程品質等在教學成效呈現負向顯著之影響, 實體教學顯現較佳的教學成效。 同時結果發現, 教師、課程以及學生相關的控制變數, 在遠距教學實施期間也影響教學成效的表現。 依據本文提出之遠距教學衡量指標,可做為遠距教學成效實證模型, 提供高等教育主管單位以及授課教師對於遠距教學提出管理啟示,藉以提高授課教師的遠距教學成效, 也提供後續不同高教單位對於遠距教學成效的評估參考。

This research takes the time when National Tsing Hua University implements distance teaching in the second semester of 2020 due to the pandemic as the research background, and uses the precious National Tsing Hua University Teaching opinion survey data, combined with natural experiments of COVID-19, using quantitative research methods to explore whether teaching effectiveness is affected by distance teaching The impact of learning is assessed on the relevance of
curriculum interactivity, curriculum teaching, curriculum methods, and curriculum quality. After students were forced to participate in distance courses for several weeks during the epidemic, the study shows that the implementation of distance teaching has a significant negative impact on the evaluation of teaching, curriculum methods, and curriculum quality. At the same time, we also found that teachers, courses and students related control variables also affected the performance of teaching effectiveness. This study proposes an evaluation framework for teaching effectiveness and distance learning, allowing higher education authorities and teaching teachers put forward management inspiration for the distance teaching model, so as to improve the effectiveness of distance teaching for teachers, and also provide follow-up different higher education lists as a reference for evaluating the effectiveness of distance learning.

Abrami, P. C. (1985). Dimensions of effective college instruction. The Review of Higher Education,
8(3):211–228.
Adedoyin, O. B., E. Soykan (2020). Covid-19 pandemic and online learning: the challenges and
opportunities. Interactive learning environments, pages 1–13.
Adnan, M., K. Anwar (2020). Online learning amid the covid-19 pandemic: Students’ perspectives.
Online Submission, 2(1):45–51.
Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of
covid-19 pandemic. Higher education studies, 10(3):16–25.
Aristovnik, A., D. Keržiˇc, D. Ravšelj, N. Tomaževiˇc, L. Umek (2020). Impacts of the covid-
19 pandemic on life of higher education students: A global perspective. Sustainability,
12(20):8438.
Baloran, E. T. (2020). Knowledge, attitudes, anxiety, and coping strategies of students during
covid-19 pandemic. Journal of loss and trauma, 25(8):635–642.
Bernard, R. M., P. C. Abrami, Y. Lou, E. Borokhovski, A. Wade, L. Wozney, P. A. Wallet, M.
Fiset, B. Huang (2004). How does distance education compare with classroom instruction?
a meta-analysis of the empirical literature. Review of educational research, 74(3):379–439.
Berry,W. D., S. Feldman, D. Stanley Feldman (1985). Multiple regression in practice. Number 50.
Sage.
Bond, M., V. I. Marín, C. Dolch, S. Bedenlier, O. Zawacki-Richter (2018). Digital transformation
in german higher education: student and teacher perceptions and usage of digital media.
International Journal of Educational Technology in Higher Education, 15(1):1–20.
Boring, A., K. Ottoboni (2016). Student evaluations of teaching (mostly) do not measure teaching
effectiveness. ScienceOpen Research.
Bourne, J. R., J. C. Moore (2004). Elements of quality online education: into the mainstream.
Number 5. Olin College-Sloan-C.
Boysen, G. A. (2020). Student evaluations of teaching during the covid-19 pandemic. Scholarship
of Teaching and Learning in Psychology.
Bozkurt, A., R. C. Sharma (2020). Emergency remote teaching in a time of global crisis due to
coronavirus pandemic. Asian Journal of Distance Education, 15(1):i–vi.
Braskamp, L. A., J. C. Ory (1994). Assessing Faculty Work: Enhancing Individual and Institutional
Performance. Jossey-Bass Higher and Adult Education Series. ERIC.
Brooks, D. (2012). The campus tsunami. Retrieved from website: https://www.nytimes.com/
2012/05/04/opinion/brooks-the-campus-tsunami.html.
Carrillo, C., M. A. Flores (2020). Covid-19 and teacher education: a literature review of online
teaching and learning practices. European Journal of Teacher Education, 43(4):466–487.
Castro, M. D. B., G. M. Tumibay (2021). A literature review: efficacy of online learning courses for
higher education institution using meta-analysis. Education and Information Technologies,26(2):1367–1385.
Cellini, S. R., H. Grueso (2021). Student learning in online college programs. AERA Open,
7:23328584211008105.
Centra, J. A., N. B. Gaubatz (2000). Is there gender bias in student evaluations of teaching? The
journal of higher education, 71(1):17–33.
Chau, H., D. Hocevar (1994). Higher-order factor analysis of multidimensional students’ evaluations
of teaching effectiveness.
Chen, Y., L. B. Hoshower (2003). Student evaluation of teaching effectiveness: An assessment
of student perception and motivation. Assessment & evaluation in higher education,
28(1):71–88.
Chitre, M., D. Srinivasan (2018). Evaluating teaching effectiveness using quantitative student
feedback. In 2018 IEEE International Conference on Teaching, Assessment, and Learning
for Engineering (TALE), pages 155–160. IEEE.
NTHU Starting distance learning (2020). Retrieved from website: http://2019-ncov.site
.nthu.edu.tw/p/406-1499-206744,r8258.php?Lang=zh-tw.
Daniel, S. J. (2020). Education and the covid-19 pandemic. Prospects, 49(1):91–96.
Darling-Hammond, L., A. Amrein-Beardsley, E. Haertel, J. Rothstein (2012). Evaluating teacher
evaluation. Phi Delta Kappan, 93(6):8–15.
Demuyakor, J. (2020). Coronavirus (covid-19) and online learning in higher institutions of education:
A survey of the perceptions of ghanaian international students in china. Online Journal
of Communication and Media Technologies, 10(3):e202018.
Dressel, P. L. (1976). Handbook of academic evaluation. Jossey-Bass San Francisco.
Dziuban, C., C. R. Graham, P. D. Moskal, A. Norberg, N. Sicilia (2018). Blended learning: the
new normal and emerging technologies. International journal of educational technology in
Higher education, 15(1):1–16.
Ebner, C. A. Gegenfurtner (2019). Learning and satisfaction in webinar, online, and face-to-face
instruction: a meta-analysis. In Frontiers in Education, volume 4, page 92. Frontiers Media
SA.
Teach For Taiwan (2020). 2020 Review: Pandemic and education unequity. Retrieved from
website: https://www.teach4taiwan.org/blog/2020%E5%B9%B4%E5%BA%A6%E5%9B%
9E%E9%A1%A7%EF%BC%9A%E7%96%AB%E6%83%85%E8%88%87%E6%95%99%E8%82%B2/.
Galbraith, C. S., G. B. Merrill, D. M. Kline (2012). Are student evaluations of teaching effectiveness
valid for measuring student learning outcomes in business related classes? a neural
network and bayesian analyses. Research in Higher Education, 53(3):353–374.
Garrison, D. R. (1993). Quality and access in distance education: theoretical considerations. Theoretical
principles of distance education, 8:19.
Gates, B. (2015). The next outbreak? we’re not ready. https://www.ted.com/talks/bill
_gates_the_next_outbreak_we_re_not_ready.
Gonzalez, T., M. A. De La Rubia, K. P. Hincz, M. Comas-Lopez, L. Subirats, S. Fort, G. M. Sacha (2020). Influence of covid-19 confinement on students’ performance in higher education.
PloS one, 15(10):e0239490.
Gump, S. E. (2007). Student evaluations of teaching effectiveness and the leniency hypothesis: A
literature review. Educational Research Quarterly, 30(3):56–69.
Heckel, C., T. Ringeisen (2019). Pride and anxiety in online learning environments: Achievement
emotions as mediators between learners’ characteristics and learning outcomes. Journal of
Computer Assisted Learning, 35(5):667–677.
Heckert, T. M., A. Latier, A. Ringwald, B. Silvey (2006). Relation of course, instructor, and
student characteristics to dimensions of student ratings of teaching effectiveness. College
student journal, 40(1):195–204.
Hiltz, S. R., M. Turoff (2005). Education goes digital: The evolution of online learning and the
revolution in higher education. Communications of the ACM, 48(10):59–64.
Hodges, C. B., D. J. Fowler (2020). The covid-19 crisis and faculty members in higher education:
From emergency remote teaching to better teaching through reflection. International Journal
of Multidisciplinary Perspectives in Higher Education, 5(1):118–122.
Hodges, C. B., S. Moore, B. B. Lockee, T. Trust, M. A. Bond (2020). The difference between
emergency remote teaching and online learning. Educause.
Jackson, D. L., C. R. Teal, S. J. Raines, T. R. Nansel, R. C. Force, C. A. Burdsal (1999). The dimensions
of students’ perceptions of teaching effectiveness. Educational and Psychological
Measurement, 59(4):580–596.
Keegan, D. (2005). Theoretical principles of distance education. Routledge.
Keegan, D. J. (1980). On defining distance education. Distance education, 1(1):13–36.
Kogan, L. R., R. Schoenfeld-Tacher, P. W. Hellyer (2010). Student evaluations of teaching: Perceptions
of faculty based on gender, position, and rank. Teaching in Higher Education,
15(6):623–636.
Kopp, M., O. Gröblinger, S. Adams (2019). Five common assumptions that prevent digital transformation
at higher education institutions. INTED2019 Proceedings, 1:1448–1457.
Liu, H.-C., J.-R. Yen (2014). Effects of distance learning on learning effectiveness. Eurasia journal
of mathematics, science and technology education, 10(6):575–580.
Loton, D., P. Parker, C. Stein, S. Gauci (2020). Remote learning during covid-19: Student satisfaction
and performance. EdArXiv.
Mahmud, R., Ismail, M. A. H., Ali, W. Z. W., Nawawi, M. D. H., and Luan, W. S. (2008). Ict
integration of novice and experienced teachers: Differences and similarities. Malaysian
Journal Of Education Technology, 1.
Marinoni, G., H. Van’t Land, T. Jensen (2020). The impact of covid-19 on higher education around
the world. IAU global survey report, 23.
Marsh, H.W. (1980). The influence of student, course, and instructor characteristics in evaluations
of university teaching. American Educational Research Journal, 17(2):219–237.
Marsh, H. W., L. A. Roche (1997). Making students’ evaluations of teaching effectiveness effective:
The critical issues of validity, bias, and utility. American psychologist, 52(11):1187.
Marsh, H. W., L. A. Roche (2000). Effects of grading leniency and low workload on students’
evaluations of teaching: Popular myth, bias, validity, or innocent bystanders? Journal of
educational psychology, 92(1):202.
Means, B., Y. Toyama, R. Murphy, M. Baki (2013). The effectiveness of online and blended
learning: A meta-analysis of the empirical literature. Teachers college record, 115(3):1–47.
Meyer, K. A. (2014). Student engagement in online learning: What works and why. ASHE higher
education report, 40(6):1–114.
Moore, M. (1990). Recent contributions to the theory of distance education. Open Learning: The
Journal of Open, Distance and e-Learning, 5(3):10–15.
Moore, M. G., G. Kearsley (2011). Distance education: A systems view of online learning. Cengage
Learning.
Morgan, C. J., D. Dingsdag, H. Saenger (1998). Learning strategies for distance learners: Do they
help? Distance Education, 19(1):142–156.
Muijs, D., L. Kyriakides, G. Van der Werf, B. Creemers, H. Timperley, L. Earl (2014). State
of the art–teacher effectiveness and professional learning. School effectiveness and school
improvement, 25(2):231–256.
Murphy, E., M. A. Rodríguez-Manzanares, M. Barbour (2011). Asynchronous and synchronous
online teaching: Perspectives of canadian high school distance education teachers. British
Journal of Educational Technology, 42(4):583–591.
Olaleye, S. A., I. T. Sanusi, F. J. Agbo, S. S. Oyelere (2020). Is online distance learning compatible
with student lifestyle? assessment of program content, workload and long-time usefulness.
In 2020 XV Conferencia Latinoamericana de Tecnologias de Aprendizaje (LACLO), pages
1–7. IEEE.
Pokhrel, S., R. Chhetri (2021). A literature review on impact of covid-19 pandemic on teaching
and learning. Higher Education for the Future, 8(1):133–141.
Pounder, J. S. (2007). Is student evaluation of teaching worthwhile? an analytical framework for
answering the question. Quality assurance in education.
Radio, N. E. (2020). Guideline for distance learning. Retrieved from website: https://www.ner
.gov.tw/news/5e647ab12fc83d0007e712a9.
Ragan, L. C. (1999). Good teaching is good teaching: An emerging set of guiding principles and
practices for the design and development of distance education. Cause Effect, 22:20–24.
Rasheed, R. A., A. Kamsin, N. A. Abdullah (2020). Challenges in the online component of blended
learning: A systematic review. Computers & Education, 144:103701.
Remmers H. H., G. C. Brandenburg (1927). A rating scale for instructors. Educational Administration
and Supervision, 13:399–406.
Sá, M. J. S. Serpa (2020). The covid-19 pandemic as an opportunity to foster the sustainable
development of teaching in higher education. Sustainability, 12(20):8525.
Saba, T. (2012). Implications of e-learning systems and self-efficiency on students outcomes: a
model approach. Human-Centric Computing and Information Sciences, 2(1):1–11.
Salmi, J. (2020). Covid’s lessons for global higher education: Coping with the present while
building a more equitable future. Lumina foundation.
Sandkuhl, K., H. Lehmann (2017). Digital transformation in higher education–the role of enterprise
architectures and portals. Gesellschaft für Informatik, Bonn.
Schleicher, A. (2020). The impact of covid-19 on education: Insights from education at a glance
2020. Retrieved from oecd. org website: https://www. oecd. org/education/the-impact-ofcovid-
19-on-education-insights-education-at-a-glance-2020. pdf.
Schmidt, W. H. (2007). Characterizing pedagogical flow: An investigation of mathematics and
science teaching in six countries. Springer Science & Business Media.
Seidel, T., R. J. Shavelson (2007). Teaching effectiveness research in the past decade: The role
of theory and research design in disentangling meta-analysis results. Review of educational
research, 77(4):454–499.
Shachar, M., Y. Neumann (2010). Twenty years of research on the academic performance differences
between traditional and distance learning: Summative meta-analysis and trend examination.
MERLOT Journal of Online Learning and Teaching, 6(2).
Shevlin, M., P. Banyard, M. Davies, M. Griffiths (2000). The validity of student evaluation of
teaching in higher education: love me, love my lectures? Assessment & Evaluation in
Higher Education, 25(4):397–405.
Spooren, P., B. Brockx, D. Mortelmans (2013). On the validity of student evaluation of teaching:
The state of the art. Review of Educational Research, 83(4):598–642.
UNESCO (2021). Education: From disruption to recovery. Retrieved from website: https://
en.unesco.org/covid19/educationresponse.
Uttl, B., C. A. White, D. W. Gonzalez (2017). Meta-analysis of faculty’s teaching effectiveness:
Student evaluation of teaching ratings and student learning are not related. Studies in Educational
Evaluation, 54:22–42.
Valverde-Berrocoso, J., M. d. C. Garrido-Arroyo, C. Burgos-Videla, M. B. Morales-Cevallos
(2020). Trends in educational research about e-learning: A systematic literature review
(2009–2018). Sustainability, 12(12):5153.
Wachtel, H. K. (1998). Student evaluation of college teaching effectiveness: A brief review. Assessment
& Evaluation in Higher Education, 23(2):191–212.
Wilson, R. (1998). New research casts doubt on value of student evaluations of professors. Chronicle
of Higher Education, 44(19).
Wyse, D., L. Hayward, J. Pandya (2015). The SAGE handbook of curriculum, pedagogy and
assessment. Sage.
Yang, Y., L. F. Cornelious (2005). Preparing instructors for quality online instruction. Online
Journal of distance learning administration, 8(1):1–16.
Yu, Z., W. Xu, L. Yu (2022). Constructing an online sustainable educational model in covid-19
pandemic environments. Sustainability, 14(6):3598.
Yueh, H.-P., T.-L. Chen, L.-A. Chiu, S.-L. Lee, A.-B.Wang (2011). Student evaluation of teaching effectiveness of a nationwide innovative education program on image display technology.
IEEE Transactions on Education, 55(3):365–369.
Zhu, C., M. Valcke, T. Schellens (2010). A cross-cultural study of teacher perspectives on teacher
roles and adoption of online collaborative learning in higher education. European Journal
of Teacher Education, 33(2):147–165.