Yi-Wen Chen｜明道大學圖書館圖書管理組 行政助理｜jkwen63@gmail.com
Lih-Juan ChanLin｜輔仁大學圖書資訊學系 教授｜035772@mail.fju.edu.tw
▌Abstract
Integrating Information technology into teaching provides potential benefit for enhancing teaching quality and enabling learners to learn better. However, due to lack of limited resources available in remote areas, digital divide existing in rural areas hinders remote children from learning through the use of technology. Supported by Ministry of Education,“Online Tutoring for After-school Learning”pairing college students with children for synchronized distant learning.“Online Tutoring for After-school Learning”aims to bridge existing digital divide, and to promote equal learning opportunities and effective learning. This study was aimed to study tutor’s teaching in response to practical needs, support and resources, and experiences from participating the project. From college students’ participation in the project, in-depth interview data were gathered.
Several research findings are concluded as followed: (1) Tutors’ teaching was adjusted based on children’s competence, interest, and individual learning needs. (2) Tutors obtained their competence in teaching through service training and skills shared from the team. (3) Tutors used diverse teaching and media sources, include online teaching resources links, recommended sites or other internet resources, but some of them are still limited for use. (4) Tutors gained experience in the process of tutoring programs. Based on results of the study, suggestions for college students and tutoring team are provided. Further research is also suggested.
Keywords: Digital Instruction, Instruction Planning, Instructional Design, Individual Need