本研究探討關於線上課輔文化交流，本實驗將台灣一所大學中的40為外籍學生（大學伴）與台灣偏遠地區四所學校的40名學生（小學伴）進行配對。本研究旨在探討就讀某台灣科技大學的外籍學生參與線上課輔的學習經驗，線上課輔是否具有能培養跨文化意識的潛力，外籍學生對製作與使用自拍影片來表達反思學習的看法，此影片可否能有效地作為反思的機制，以及其參與此計畫的動機和完成這些動機的有效性。在參加線上課輔計劃後，外籍學生使用自拍影片的方式講述有關其教學經驗和文化覺察的反思。 本研究使用混合式研究法，收集質化及量化的資料，包含：問卷調查、文化察覺與經驗的影片反思、書面反思、線上反思日記及共享論壇討論。使用描述術性統計來分析量化資料，並將歸納內容分析進行編碼來分析質化資料。 從量化結果發現，在外籍學生的反思經驗中能夠在許多層面中獲得受益，如：提高及獲取他們的教學技巧。第二，雖然一些大學伴面臨語言上的障礙，但他們能夠從小學伴身上習得有關自身文化與台灣文化間彼此的相似度及差異處。結果也指出自我紀錄的影片能為學生提供一個進行深入思考的平台藉以增強自我評估的技能，從而進行有效地反思。由此學生能檢索到他們清晰的經驗且詳細的資訊，並且可以讓自己有足夠的自由去表達自己的想法與感受。然而，值得注意的是，由於錄製影片可能需要技巧、時間和努力，使得使用自我錄製反思影片可能會受到阻礙。另外，從質化與量化結果中指出：自願參加計畫的大學伴能滿足利他主義和利己主義的動機且他們也能在這數位學伴的計畫中達成特定的學習目標。因此，本研究結果顯示比起直接造訪國外，使用線上課輔為更具成本效益的學習方式，此方式能幫助學生和來自不同國家的人擴展跨文化的意識與文化察覺。這研究結果也指出在適當的指導下，影片能在課堂中做為一個有用的反思學習工具。

This research is about an online tutoring culture exchange project in which 40 international students (tutors) from a university in Taiwan were paired with 40 students (tutees) from four schools in remote areas of Taiwan. The study investigated the experiences of international students in online tutoring remote learners in Taiwan, the potential of online tutoring in developing intercultural awareness, the perceptions of the international students toward creating and using self-recorded videos for reflection, the effectiveness of self-recorded videos as a mechanism for reflection, the motives of the international students for involvement in the project, and the effectiveness of the project in fulfilling these motives. The international students carried out self-reflection using self-recorded videos on tutoring experience and intercultural awareness after participating in the online tutoring program. The data was collected using both qualitative and quantitative methods - surveys and video reflections of experiences and intercultural awareness, written reflections, online reflective journals, and sharing forum discussions. The quantitative data was analyzed using descriptive statistics while the qualitative data was analyzed by coding using inductive content analysis. From the reflections of their experiences, the qualitative data indicated that the international students benefitted in various aspects such as acquisition and improvement of teaching skills. Second, although some tutors faced a language barrier challenge, they were able to learn about some aspects of the culture of Taiwan from the tutees for instance similarities and differences in their culture and the culture of Taiwan. The results also indicate that self-recorded videos are effective for reflection as they enhance self-assessment skills by providing a platform for students to engage in in-depth thinking. This way, students are able to retrieve clear and detailed information on their experiences, and may allow themselves to be free enough to express their feelings. However, it is notable that using self-recorded videos for reflection may be hindered due to the skills, time, and effort that may be required to create them. The motives to volunteer results (qualitative and quantitative) indicate that the tutors volunteered in the project to fulfil both altruistic and egoistic motives and they also wanted to achieve specific objectives from the project. Thus, the results of this research demonstrate that online tutoring can help students and people from different countries to develop intercultural awareness in a more cost effective way than for instance visiting foreign countries. The results also indicate that with proper guidance, videos could be useful tools for reflection in the classroom.

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