Using Distance Education Technology for After-School Online Tutoring

 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。

Evaluation of Teacher-Student Interaction: An Example of Digital Companions for Learning

 教師與學生互動評估：數位學伴的案例

摘要

Driving Taiwan’s digital revolution, the DIGI Plus 2017-2025 policy, a cornerstone of the Smart Nation 2025 initiative (Executive Yuan, 2021), prioritized rural empowerment in education amidst COVID-19 challenges. In this study, the authors explored the impact of teacher-student relationships in remote teaching, emphasizing the critical role of high-quality connections transcending geographical boundaries. The authors identified factors influencing these relationships, such as interaction levels and student autonomy, and discussed the concept of transactional distance, a psychological gap due to spatial separation. Proposing face-to-face interaction activities, the authors conducted a survey involving 175 university students (e-tutors), revealing positive changes in teacher-student interaction post face-to-face activities. The authors’ recommendations include continued activities, alignment with school calendars, and comprehensive e-tutor training for improved relationships.

作者關鍵字

Digital Companions; Digital Learning; Face-To-Face Interaction; Rural Education; Teacher-Student Interaction

項目	內容摘要	翻譯
研究目的	To evaluate the impact of face-to-face interaction activities on teacher-student relationships in the context of a digital tutoring program for rural education in Taiwan.	評估面對面互動活動對台灣數位輔導計畫中教師與學生關係的影響，特別針對偏鄉教育的場景。
研究問題	1. How do face-to-face activities affect teacher-student relationships?2. What changes occur in student attitudes after participating in these activities?3. What factors contribute to these changes?	1. 面對面活動如何影響教師與學生的關係？2. 學生參與這些活動後，態度有何變化？3. 哪些因素促成了這些變化？
研究方法	- Participants: 175 university students (e-tutors) and rural elementary school students.- Instruments: Pretest-posttest surveys on teacher-student relationships and student attitudes.- Statistical Analysis: T-tests and factor analysis.	- 參與者：175名大學生（e-tutors）及偏鄉小學生。- 工具：針對教師與學生關係及學生態度的前測與後測調查。- 統計分析：t檢定與因素分析。
主要結果	1. Teacher-student relationships improved significantly (t=6.67, p<0.001).2. Student attitudes also showed significant enhancement (t=7.06, p<0.001).3. Reciprocal visits and interactive activities positively influenced these outcomes.	1. 教師與學生的關係顯著改善（t=6.67，p<0.001）。2. 學生態度也有顯著提升（t=7.06，p<0.001）。3. 互訪及互動活動對結果有正面影響。
研究限制	- Limited to specific rural schools in Taiwan.- Relied on self-reported survey data.- Short-term study duration may not capture long-term effects.	- 僅限於台灣特定偏鄉學校。- 依賴於自我報告的調查數據。- 研究期間較短，可能無法觀察長期效果。
未來研究方向	1. Extend the study to include diverse rural and urban settings.2. Conduct longitudinal studies to assess long-term impacts.3. Explore the integration of gamification into face-to-face activities.	1. 擴展研究範圍至不同的偏鄉及都市地區。2. 開展縱向研究以評估長期影響。3. 探索將遊戲化融入面對面互動活動的可能性。

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Wang, S. I. C., & Liu, E. Z. F. (2024). Evaluation of teacher-student interaction: An example of digital companions for learning. International Journal of Distance Education Technologies, 22(1), 1-15. https://doi.org/10.4018/IJDET.347216