運用遠距教育科技於課後線上輔導
摘要
This article introduces the Digital Companions Online Tutoring Program and the teaching characteristics and outcomes of the Northern Second Area. The program's main purpose is to deliver educational resources from urban areas to remote regions using distance education technology, providing companionship and tutoring to help rural students improve academically. It also aims to foster civic engagement and self-growth among university students. The findings indicate that different universities employed unique teaching strategies, remote students showed academic improvement and positive attitudes toward the program, university tutors reported personal growth, and local teachers expressed satisfaction with the initiative.
作者關鍵字
Civic Engagement, Distance Education Technology, Digital Companions, Learning Outcomes, Remote Area Education, After-School Tutoring
| 項目 | 內容摘要 | 翻譯 |
|---|---|---|
| 研究目的 | To deliver teaching resources from urban to remote areas using distance education technology and to support remote students’ learning while fostering college students' civic engagement. | 透過遠距教育科技將都市的教學資源傳送至偏鄉地區，支援偏鄉學生的學習，同時促進大學生的公民參與。 |
| 研究問題 | 1. How does online tutoring impact remote students’ learning outcomes?2. How do participants perceive the effectiveness of online tutoring?3. What are the benefits for college tutors? | 1. 線上課輔對偏鄉學生的學習成效有何影響？2. 參與者如何看待線上課輔的效果？3. 大學生輔導員能獲得哪些好處？ |
| 研究方法 | - Participants: Remote elementary and middle school students, and college tutors from several universities.- Tools: Surveys, teaching logs, and learning outcome assessments.- Analysis: Descriptive statistics and content analysis. | - 參與者：偏鄉小學與國中學生，以及來自多所大學的大學生輔導員。- 工具：調查問卷、教學日誌與學習成效評估。- 分析方法：描述性統計與內容分析。 |
| 主要結果 | 1. Students showed improved learning outcomes in mathematics and English (t=3.73, p<0.001).2. Participants expressed positive attitudes towards the program.3. College tutors reported personal growth and civic awareness. | 1. 學生在數學與英語學習成效上有所提升（t=3.73，p<0.001）。2. 參與者對該計畫表現出正向態度。3. 大學生輔導員報告個人成長與公民意識的提升。 |
| 研究限制 | - Limited to specific remote schools in Taiwan.- Relatively short tutoring duration.- Dependence on stable internet connections. | - 僅限於台灣特定的偏鄉學校。- 課輔時長較短。- 依賴穩定的網路連線。 |
| 未來研究方向 | 1. Expand to different regions and educational levels.2. Conduct longitudinal studies to assess long-term impacts.3. Develop strategies to improve internet connectivity in remote areas. | 1. 擴展至不同地區與教育層級。2. 開展縱向研究以評估長期影響。3. 制定策略以改善偏鄉地區的網路連線品質。 |
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Cite Article
劉旨峰。（2014）。運用遠距教育科技於課業輔導。T&D 飛訊, 201, 1–26。