近年來許多大專院校積極的推動服務學習的課程，讓學生藉由服務學習實際運用課堂知識到現實生活中，而教育部「數位學伴線上課業輔導計畫」中，使大學生扮演教學者的角色，讓弱勢兒童能夠透過視訊教學獲得更多的學習機會，也讓參與的大學生建立應有的服務態度與知識。

因此，本研究透過數位學伴線上課輔，瞭解學生是否為師培生、個人是否擁有教學經驗、個人服務學習之動機、個人─工作適配及服務態度等變項之關聯性，並透過個人─工作適配高低來探討學生在教學過程中反思行為經驗為何。本研究對象以某國立科技大學之30位參與數位學伴線上課輔的學生，此實驗為期10週，每週一次，於課輔活動前以線上問卷測量個人─工作適配，課輔活動後以線上問卷測量服務態度，而每週教學完成後進行填寫反思日誌，以作為反思行為經驗之依據。研究結果發現:

(一)對於數位學伴線上課輔的工作上，個人背景變項對其個人─工作適配有顯著差異。其中師培生比非師培生來得適合；有教學經驗在其子構面具備能力上比無教學經驗來適合；領取師培認證比領取社會實踐學分來得適合，而領取師培認證在其子構面自我實現上比領取獎助金來得適合。
(二)對於數位學伴線上課輔活動，只在有無教學經驗對於其服務態度有所差異，有教學經驗比沒教學經驗的服務態度好。是否為師培生和不同的服務動機不會影響其服務態度。
(三)在服務學習課程中，其個人─工作適配中的具備能力最為重要，因此應注重於服務前的教育訓練。而個人─工作適配中的工作要求對服務態度中的自我要求也有正向影響。
(四)個人─工作適配高的比個人─工作適配低的學生在反思學習行為的經驗上較完善，其個人─工作適配高的學生在反思後較能實際執行其反思中需調整之內容。

In recent years, many colleges and universities have actively promoted service-learning courses, allowing students to apply learned knowledge to real life. The Ministry of Education in Taiwan has developed a Digital Learning Companion Program for college students acting as e-tutors to provide services for students in remote areas. The program allows disadvantaged children to obtain more learning opportunities through online learning, and allows participating college students to establish their service attitude and knowledge.

The aims of this research was twofold. First, it is to investigate whether there are significant relationships among variables of participating students whether they are in the teacher's training program, personally have teaching experience, personal service- learning motivation, person-job fit, and the service attitudes. Secondly, it is to explore whether participating college students with different person-job fit will affect the students' reflective behavior and experience in the service learning process.

The subjects of this study were 30 students from a National University of Science and Technology who participated in the digital learning companion program. The experiment lasted for 10 weeks, and the teaching service was once a week. Before the experiment, online questionnaires were used to measure students’ person-job fit while post experiment online questionnaires were used to measure students’ service attitudes. After the completion of weekly teaching service, students were asked to fill in reflection logs as a basis for the analysis of reflection behavior and experience. The results of the study are as the following:

1.There are significant differences found in personal background variables for their person-job fit. The results show that teacher-training students are more suitable than nonteacher-training students in the work of digital learning companion program. Those who have teaching experience have a better person-job fit than those without. Those who want to receive a teacher training certificate are more suitable than those who want to receive credits for the service learning courses. Those who want to receive a teacher training certificate are more suitable than those who want to receive scholarship.
2.Different service motives will not significantly affect participating college students’ service attitudes while different teaching experience will. Those who have teaching experience have a better service attitude than those without.
3.In this service-learning program, the most important factor affecting the students’ service attitude is the sub-construct, the ability of person-job fit. Therefore, pre-service training should be focused on establishing the ability of performing job related tasks. The sub-construct, work requirements of person-job fit, also has a positive effect on the sub-construct, self-requirements of service attitudes.
4.Students with high person-job fit are better than those with low person-job fit in completing the reflection process of learning behaviors and experiences. Moreover, students with high person-job fit are more likely to implement any identified modifications in their own reflections.

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