大學生線上一對一同步教學對安置青少年社會支持之研究

A Study of Social Supports to Adolescents in a Long-Term Residential Organization by University Student's One-to-One Online Synchronous Instruction

10.6137/RECT.202212_(130).0003

王思樺(Wang, Si-Hua)；崔夢萍(Tsuei, Meng-Ping)；呂慈涵(Lu, Tze-Han)

安置青少年 ； 社會支持 ； 線上一對一同步教學 ； adolescents in long-term residential organization ； social support ； one-to-one online synchronous instruction

教育傳播與科技研究

130期（2022 / 12 / 31）

47 - 66

繁體中文;英文

青少年時期是人生的重要階段，也是個體從依賴蛻變到獨立自立的過渡時期，兒少安置機構大多為弱勢學生，對於兒少安置機構的青少年提供社會支持能促進其身心福祉的發展。本研究安排志工大學生提供線上一對一同步教學，觀察其是否在安置青少年學習活動歷程能提供社會支持，因此，本研究以個案研究法觀察、訪談線上一對一同步教學歷程，大學生對安置青少年提供的社會支持，以及安置青少年對於此社會支持之感受。本研究以一所青少年安置機構之二名青少年，以及二名配對為研究對象，分析一學期線上一對一同步教學之前期與後期共三次錄影檔、訪談及教學日誌資料。研究首先發現，經由錄影分析確認大學生線上一對一同步教學能提供安置青少年「訊息性支持」，包含「學科內容的知識傳遞」、「個人經驗分享」，很特別的是透過訊息性支持的個人經驗分享，能建立彼此共同話題的連結感與包容歸屬，給予安置青少年「網絡支持」；大學生也能提供給安置青少年「情感支持」、「自尊支持」與「網絡支持」等三類「情緒性支持」。兩位大學生能依據個案學習需求，並透過教學互動中瞭解安置青少年的興趣、志向或學習狀態，作為規劃課程主題與內容的依據，並於學期間或課程中滾動調整。其次，訪談顯示兩名個案均能感受到大學生給予的情緒性支持，使安置青少年產生自信，並感受到大學生適時給予關心以及社會支持；惟兩位個案在教學互動上有明顯之差異，可能為個案對於線上教學活動學習動機之影響。大學生的人格特質、角色定位以及教學經驗亦影響線上一對一同步教學時提供安置青少年的社會支持。本研究結果，可作為未來安置青少年線上一對一同步教學與輔導之參考。

Adolescence is import for teenagers to develop their life. During this period, they become more independent. Adolescents in the long-term residential organization are vulnerable students. The social supports for adolescents in the long-term residential organization can facilitate their mental stability. University students provided the one-to-one online synchronous instruction is one of the way of the social support. This study aimed to explore the social supports during the university students implemented one-to-one online synchronous instructions for adolescents in a long-term residential organization. And, to explore the participants' perceptions about the one-to-one online synchronous instructions. The case study was adopted in the study. Two high school students a long-term residential organization and two university students were participated. This study analyzed the synchronous teaching videos, interviews data and diary for instructions. The results were as follows: First, in terms of social supports, the one-on-one online synchronous instruction by university students provided informational supports with subject knowledge and sharing of personal experience. Especially, they shared the personal experiences results in resonance of adolescents in long-term residential organization, and lets adolescent feel a sense of companionship and connection. In the emotional supports, the university students also provided the "affective support," "esteem support," and "network support." The university students can adjust their planning of online instructions according to the cases' learning needs through the interactions with them. Second, the interview results show that two cases of adolescents perceived the university students providing the emotional supports. These supports facilitated their confidence. They also expressed that they can felt the university students timely providing the social supports. Although, there was a different interaction types between two groups during the one-to-one online synchronous instructions. The possible factors may due to the learning motivations. The personalities, the instructional roles and the teaching experience may also influence the online interactions and effects of social supports in one-to-one online synchronous instructions. Some suggestions were generated for future study in the one-to-one online synchronous instructions for adolescents in the long-term residential organization.

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