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.
Relation:
Journal of Educational Media & Library Sciences=教育資料與圖書館學 53(2), pp.245-268
