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
| 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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Cite Article
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