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研究生： Tran Nguyen Phuong Khanh
Tran Nguyen Phuong Khanh
論文名稱： 參與數位學伴服務學習之大學伴對於自身學習成效與挑戰之省思
Tutors’ perceptions of benefits and challenges when participating in Digital Learning Companion project as a service-learning opportunity
指導教授： 翁楊絲茜
Cathy Weng
口試委員: 陳秀玲
Shirley Chen
朱如君
Regina Chu
學位類別： 碩士
Master
系所名稱： 人文社會學院 - 數位學習與教育研究所
Graduate Institute of Digital Learning and Education
論文出版年： 2020
畢業學年度： 108
語文別： 英文
論文頁數： 142
中文關鍵詞： 服務學習 、遠距教育 、視訊會議 、感知 、數位學伴
外文關鍵詞： service-learning, distance education, videoconferencing, perceptions, Digital Learning Companion
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    • i-village 大學生社實踐計畫－數位學伴，旨在尋找大學生作為大學伴，藉由視訊教學來輔導偏遠地區中的小學伴。在這個計畫中，有53名外籍學生擔任大學伴。為了評估這個計畫影響，本研究探討參與數位學伴服務學習的大學伴對於自身學習成效與挑戰之省思。此外，本研究採用量化和質化的混合式研究，並將問卷和訪談做為資料收集的主要依據。研究結果顯示大學伴在此經驗當中的所學，如：提高技能、社交互動、文化交流、利他主義和滿意度。過程中大學伴使用JoinNet平台和教學日記促進他們的輔導過程。但是，他們在過程中也遭遇一些挑戰，例如：語言障礙、網路連線問題等。他們為了克服這些挑戰提出了一些解決方案，並為此計畫的開發提供了深刻見解的的建議。此外，本研究還探討在不同專業方面，以及是否擁有先前的服務學習經驗會造成大學伴學習認知看法的差異。從量化研究結果指出，大學伴在專業方面對學習成效與挑戰的看法沒有顯著差異，但從質性資料中發現了差異性。硬科學小組 (The hard science group) 在溝通和語言技能方面有了很大的進步，能夠自己解決技術性的問題，而軟科學小組 (The soft science group) 則是在技術方面的技能有了更多的進步，但需要技術性的幫助。結果還表明，是否擁有先前的服務學習經驗，對大學伴學習成效的看法無差異性。而關於挑戰方面，技術效果顯示沒有差異。相反地，個人挑戰和總體挑戰則存在著顯著差異。與沒有先前服務學習經驗的小組相比，先前具有服務學習經驗的小組所遇到的挑戰會比較少。最後，希望本研究能有助於大學伴了解其參與本計畫對個人與人際發展的價值，也期望本研究結果能吸引更多的學生參與數位學伴的計畫，並以此為社會提供更多貢獻。

    There has currently been a digital social responsibility project named i-village Digital Learning Companion to search a university partner to tutor children from elementary and secondary schools in remote areas through live videoconferencing. In this project, there were 53 international students taking the role as tutors for children. To evaluate the impacts of this project, a study of tutors’ perceptions of benefits and challenges when participating in DLC as a service-learning opportunity was conducted. Particularly, a mixed-methods study including quantitative and qualitative was utilized, particularly, questionnaire and interview were the major instruments of data collection. The findings revealed what tutors perceived as benefits including the improvement in skills, social interaction and culture exchange, altruism and satisfaction. Tutors mentioned using JoinNet and teaching journal facilitated their tutoring process. However, they also encountered some challenges such as language barrier, internet connection, project challenges, etc. They gave some solutions to these challenges as well as the insightful suggestions for the project development. Besides, the investigation into whether there were significant differences in tutors’ perceptions in terms of different majors, and previous service-learning experience was also taken into consideration. The findings from survey indicated there was no difference in tutors’ perceptions of benefits and challenges in terms of majors, but the significant difference was found in qualitative data. The hard science group had the more improvement in communication and language skills and could solve the technology problems by themselves while the soft science group enhanced more on technology skills and needed the technical help. The results also showed there was no difference in tutors’ perception of benefits in terms of prior service-learning experience. Regarding challenges, no difference was obtained in technology effects, conversely, there were the significant differences in personal and overall challenges. The group with prior service-learning experience encountered less challenges compared to group without experience. It is hoped that the study will be beneficial to DLC tutors to recognize the values for their personal and interpersonal development as well as the results can become the motives to attract more and more students to participate in this project to make a great contribution to the society.

    DEDICATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS v LIST OF ABBREVIATIONS AND ACRONYMS ix LIST OF TABLES x LIST OF FIGURES xii CHAPTER ONE 1 INTRODUCTION 1 1.1 Background of the study 1 1.2 State of problems 4 1.3 Research Objectives 6 1.4 Research questions 6 1.5 Significance of the study 7 1.6 Scope of the study 8 1.7 Limitations 8 1.8 Terminology 9 CHAPTER TWO 10 LITERATURE REVIEW 10 2.1 Service learning 10 2.1.1 Definition of service learning 10 2.1.2 Typology of service and learning 11 2.1.3 Forms of service-learning 13 2.1.4 Characteristics of service-learning 14 2.1.5 Stages of service-learning 16 2.1.6 The historical development of service-learning in higher education 17 2.1.7 Benefits and challenges of service-learning 20 2.2 Distance education 22 2.2.1 Definition of distance education 23 2.2.2 Three types of distance education 23 2.2.3 Modes of distance education 24 2.3 Technology resources 26 2.3.1 Videoconferencing 27 2.3.2 Benefits and challenges of using videoconferencing 27 2.4. Perceptions of service-learning in digital learning environment 28 2.4.1 Definitions of perceptions 28 2.4.2 Perceptions of technology application 29 2.4.3 Perceptions of service-learning in digital environment 29 2.4.4 Factors affecting perceptions 30 2.5 Digital Learning Companion project 30 2.6. Research gap 32 CHAPTER THREE 34 METHODOLOGY 34 3.1 Conceptual framework 34 3.2 Participants 34 3.2.1 Quantitative method 35 3.2.2 Qualitative method 37 3.3 Research design 38 3.4 Research instruments 40 3.4.1 Videoconferencing 40 3.4.2 Questionnaire 42 3.4.3 Interview 53 3.5 Data collection procedure 54 3.6 Data analysis procedure 55 3.6.1 Quantitative data analysis 55 3.6.2 Qualitative data analysis 55 3.6.3 Analysis of the mixed methods 56 3.7 Research ethics 56 CHAPTER FOUR 58 FINDINGS AND ANALYSIS 58 4.1 Tutors’ perceptions of benefits when participating in DLC project 58 4.1.1 Quantitative results 58 4.1.2 Qualitative results 64 4.1.3 The results collected from quantitative and qualitative methods 70 4.2 Tutors’ perceptions of challenges when participating in Digital Learning Companion project and their suggestions for DLC improvement 71 4.2.1 Quantitative results 71 4.2.2 Qualitative results 77 4.2.3 The results collected from between quantitative and qualitative methods 86 4.2.4 Insightful suggestions for project development 87 4.3 The difference in tutors’ perceptions of benefits and challenges in terms of different majors 89 4.4 The difference in tutors’ perceptions of benefits and challenges in terms of whether having prior service-learning experience or not 94 CHAPTER FIVE 100 DISCUSSIONS AND CONCLUSIONS 100 5.1 Discussions 100 5.1.1 Tutors’ perceptions of benefits when participating in Digital Learning Companion project 100 5.1.2 Tutors’ perceptions of challenges when participating in Digital Learning Companion project and solutions 103 5.1.3 The difference in tutors’ perceptions of benefits and challenges in terms of different majors 105 5.1.4 The difference in tutors’ perceptions of benefits and challenges in terms of whether they have prior service-learning experience 107 5.2 Conclusions 108 5.3 Implications 109 5.4 Limitations and suggestions for further study 110 REFERENCES 111 APPENDICES 121 Appendix 1: Questionnaire 121 Appendix 2: Interview protocol 125 Appendix 3: Consent form to participate in this study 126 Appendix 4: Tutoring topics 127

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