Students' Involvement and Community Support for Service Engagement in Online Tutoring

線上家教之學生服務投入與社區支援

10.6120/JoEMLS.2016.532/0006.RS.CE

林麗娟(Lih-Juan Chan Lin)

服務學習 ； 社區參與 ； 線上家教 ； 課後教學 ； 高等教育 ； 線上諮詢 ； Service learning ； Community engagement ； Online tutor ； Afterschool teaching ； Higher education ； Online counseling

教育資料與圖書館學

53卷2期（2016 / 04 / 01）

245 - 268

英文

隨著科技進步，以電子媒體進行教學能跨越傳統教學的時空。大學生參與線上課業輔導服務，讓弱勢兒童能夠借助科技進行課後學習，並培養資訊素養。支援社區成員對於大學生服務過程的諮詢扮演重要的角色，以豐碩學生服務學習之經驗。本研究分析大學生社區參與情形，以及其獲得支援之情形。研究以問卷調查一所台灣北區夥伴大學之大學生線上家教，蒐集184線上家教之參與反應資料，並比較不同投入經驗學生之反應差異。分析結果顯示：有經驗之家教在各個向度之反應皆優於新加入之家教，包括：了解服務族群、服務行動、自我要求與責任、互動，以及服務正向價值觀。質性分析結果反映：支援的社區提供大學生的諮詢，對於服務學習正向態度的培養非常重要。

The use of modern technology has extended beyond the reach of traditional teaching and learning space. In the ＂Online Tutoring for After-School Learning＂, college students are involved in online-tutoring to promote children's after-school learning and information literacy in remote areas. The supportive community played a vital role in providing needed counseling to enrich students' service learning experiences. A survey among 184 online tutors (at a university in northern Taiwan) with a set of predetermined questionnaire items was analyzed and compared among tutors with different experience of involvement. Experienced tutors perceived higher level of community engagement in various aspects than newly-recruited, including ＂understanding of children＂, ＂service action＂, ＂self-discipline and responsibility＂, ＂interaction＂, and ＂positive value to serve＂. The qualitative assessment indicated the need of counseling from supportive community to nurture college students’ positive attitude toward service work.

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