近年來，不斷有創新的教學法來傳遞知識，改革學生思考、學習、建構知識的方式。在不同的環境條件下使用影片來進行遠距教學已行之有年，提供不能修習面授課程的學生學習的機會。近期，學校教學因新冠肺炎疫情而受到的影響甚鉅，籌劃穩定線上教學方式的需求也因此產生。本研究調查疫情期間使用教學錄影、Google Classroom及電子郵件等線上資源來進行與學生互動、引導學生自我問題解決、鼓勵自律性學習等活動，並探究這些方法是否能讓學生在數學上達到更好的學習成效。五十三位來自北台灣六至八年級的學生參與了此項研究。教師每天皆會使用Google Classroom給予學生指令，並上傳教學影片及學習單。學生需觀看影片及完成學習單，並以照片記錄後，將照片電子郵寄給教師。每天的練習大約需30分鐘完成。三週後，以問卷方式收集質性與量化之數據資料。量化數據以統計程序包分析，而質性資料採用編碼分析。結果顯示，八年級及六年級學生在學習動機上有顯著的差異。然而，此項數據平均值高於3，顯示所有學生皆具有學習動機。此外，六年級生與八年級生的投入程度則無明顯差異。不過八年級生在認知、情意、主體投入及整體投入程度上平均分數皆高於六年級生。
此外，八年級生認為線上影片能協助他們規劃何時及如何完成作業，因此他們也較投入於觀看影片。相反地，六年級生在學習自我規劃上則較為困難。另外，在問題解決技巧上，雖然六年級生平均分數高於八年級生，但兩者數據並無顯著差異。然而，六年級生偏好在遇到學習困難時詢問他人，而八年級生則傾向於利用線上影片學習，而非詢問朋友或家長。不僅如此，此研究發現六年級與八年級生在自律性學習上有顯著差異。除此之外，六年級及八年級生整體在學習成果上也有顯著的差異，八年級生平均分數高於六年級生。進一步的分析顯示六年級生相信最能幫助他們學習的依序是他們的家長或是朋友，YouTube及網路次之，最後是線上影片及學習單。而八年級生則是相信線上影片的幫助最多。另外，從多元迴歸分析預測了學生的學習動機與自律性學習，而問題解決技巧、學習動機、及學生投入度之間彼此有間接影響的關係。研究亦對教師、行政人員、課程發展人員以及政府單位未來線上教學計劃需注意的事項提出了適當建議。

Recently innovative ways are being offered to deliver education skills and revolutionize how students think, learn, and construct knowledge. Videos have been used for many years to support student distance learning in various settings by providing educational opportunities to students who are unable to attend face-to-face programs. During the Covid-19, teaching and learning were adversely affected; therefore, there was a need to prepare for a consistent online teaching/learning method. This study investigated the use of integrated recorded videos, Google classroom, and emails as an online resource for engaging, motivating students to develop their problem-solving skills, encouraging self-regulated learning, and exploring whether it could achieve better mathematics learning outcomes during this Covid-19 pandemic. Fifty-three students participated in this study from Grade 6 and 8 in a school in Northern Taiwan. Each day began with the teacher giving instruction to students in Google classroom and uploading the day’s video and worksheet. Students would watch the video and answer their homework sheet, and after that, they would take a photo and send it by email to their teacher. The daily exercise took approximately 30 minutes. By the end of three weeks, both quantitative and qualitative data were collected through an online questionnaire. Quantitative data were analyzed using a statistical package, while a coding scheme was developed to analyze the qualitative part. The finding showed a significant difference in overall student motivation between Grade 8 and Grade 6 students. All students were motivated by scoring means higher than 3.0. Also, there was no significant difference in overall student engagement between Grade 6 and 8, though Grade 8 had higher mean scores in cognitive, emotional, agentic, and overall student engagement than Grade 6. Further, Grade 8 were more engaged to watch the online videos because they believed the videos were helpful, assisted them in planning when and how to answer their homework. Contrary, Grade 6 were challenged with how to plan and self-direct their study. In addition, there was no significant difference in students’ PSS between Grade 6 and 8 students, even though the mean score of Grade 6 being higher than that of Grade 8. Nonetheless, Grade 6 preferred to ask a person to assist them in learning rather than relying on the homework videos whereas, Grade 8 depended on the online videos to learn rather than asking a friend or parent. Additionally, this study found a significant difference in overall students’ self-regulated learning between Grade 6 and 8. Moreover, there was a significant difference in overall students’ learning outcomes between Grade 6 and 8, with mean scores for Grade 8 being higher than for Grade 6. Further analysis showed Grade 6 believed that their parents/friend, followed by YouTube/internet and later integrated online videos and homework sheets, assisted them in learning in that order. While for Grade 8 they believed that online videos helped them to answer their homework. Further, multiple regression using structural equation modeling predicted that students’ motivation and SRL as direct predictors explaining 58.3% of the variance of learning outcome. Whereas PSS, and SRL had an indirect effect. Suggestions are made to teachers, administrators, curriculum developers, and the government to be aware of how to plan for online teaching methods.

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