本研究探討亞卓市網路社群應用電腦中介傳播系統進行課後輔導教學的活動施行。研究對象為2005年參與課後輔導的線上教師與國中生共13對(26位)，研究進行時間由2005年1月至2005年12月。本研究目的為探討電腦中介傳播系統工具，包括學習平台與即時傳訊系統於課輔教學情境中的應用潛力及其對於教學的影響，並依據研究結果提出如何將中學生所熟悉、喜愛的傳播媒介工具轉變為有利於學習的建議。
本研究進行除了文獻資料的閱讀外，資料蒐集使用質化研究派典，包含親身參與觀察、師生雙方問卷調查結果的分析與教師訪談資料之蒐集、分析討論。研究結果顯示：(1)目前中學生雖然使用數位學習平台做為學習之用，但在課後使用的頻率不是很高，電腦中介傳播系統應用於英語與數學兩科時因為學科性質的差異，而於系統功能使用比重有所不同，英語科最常使用的功能為廣播以及文件，數學科則為影像視訊與白板；(2)本研究參與之國中生平日使用即時傳訊並非作為學習、討論課業之用，將這些工具融入課後輔導教學情境後，結果顯示可轉換為有效的課後學習工具並受到學生高度的肯定。此外，教師在媒介工具的選擇上仍以學生偏愛的傳播通訊工具(Yahoo!即時通)做為融入的考量；(3)本研究由融入的使用過程歸納出三種電腦中介傳播系統融入課後輔導教學的模式，分別為1.完全使用學習平台模式(2對)2.完全使用即時傳訊系統模式(5對)3.學習平台結合即時傳訊系統模式(6對)，英語數學兩學科的使用上，三種模式都會使用，其中，英語科有五對師生使用第三種模式，顯然，學習平台結合即時傳訊系統模式最受歡迎；(4)教師普遍認為結合即時傳訊系統引起的中斷會造成教學成效低落，本研究亦提出降低中斷對於教學成效影響程度的相關建議，希冀未來對於欲使用此普遍與便利的工具應用於教學者能有所參考。

This research explores the educities online community which applied the Computer-Mediated Communication Systems to online after-class tutoring. To get necessary data, we choose 13 pairs of junior high school teachers and students who joined the after-class tutoring programs as the research objects, and this research extended 12 months, from Jan.2005 to Dec.2005. The purpose of this study mainly discusses the potential influence by implement the computer-mediated systems including Learning Platform and Instant Messaging Systems on tutoring settings, and depending on the results, we suggest how to make the common media become the favorable learning tools.
In addition to the document analysis, we use the qualitative method to gather information which includes participant observation, questionnarire and in-depth interviwes. The findings are as follows : (1)Even though the digital learning platform tends to play positive role in helping enhance learning effects, however, it is not common in implement in after-class tutoring. Besides, the most frequently used function of the system varies from each other to a large extent while applied to different courses. For example, the broadcasting and material guide functions are most popular in English class, while the video and interactive whiteboard are necessary in Math; (2)We chose those communicational tools which most students are familiar with as social tool, for example, Yahoo! Messenger is usually the top one choice for most teachers, and it is also proved that Instant Messaging system could become an effective learning tool and highly accepted by students; (3)According to the different ways in which the system was applied, this study classifies three after-class tutoring models. These three models are: 1.LMS-based Model(2pairs); 2.IM-based Model(5 pairs); 3.LMS/IM-combined Model(6 pairs). In the two disciplines, we make use of all three models, and there are 5 pairs adopting the third model. Apparently, the third model tends to be most effective. (4)The majority of teachers consider the interruptions caused by Instant Messaging System as negative factor when teaching. So the researcher put forward relevant suggestions on reducing the adverse impact of the interruptions.

第六章 參考文獻
6.1. 英文部分
Babbie, E. (1998). The practice of social research, 李美華等譯，台北：時英。
Burmistrov I. and Leonova A. (2003) Do interrupted users work faster or slower? The micro-analysis of computerized text editing task. In: J. Jacko and C. Stephanidis (Eds.) Human-Computer Interaction: Theory and Practice (Part I) – Proceedings of HCI International 2003, Vol. 1. Mahwah: Lawrence Erlbaum Associates, 621-625
Bauer,M.W., & Gaskell,G. (Eds.), (2000).Qualitative Researching : with Text, Image and Sound. London, UK: Sage Publications.
Bailey B. P., Konstan J. A. and Carlis J. V. (2000) Adjusting windows: Balancing information awareness with intrusion. In: Proceedings of the 6th Conference on Human Factors and the Web (HFWeb 2000)
Czerwinski M., Cutrell E. and Horvitz E. (2000) Instant messaging and interruption: Influence of task type on performance. C. Paris, N. Ozkan, S. Howard and S. Lu (Eds.), Proceedings of OZCHI 2000: Interfacing Reality in the New Millennium, Academic Press, 356-361
Czerwinski M., Cutrell E. and Horvitz E. (2000) Instant messaging: Effects of relevance and time. In: S. Turner and P. Turner (Eds.), People and Computers XIV: Proceedings of HCI 2000, Vol. 2, British Computer Society, 71-76
Carroll J. M., Neale D. C., Isenhour P. L., Rosson M. B. and McCrickard D. S. (2003) Notification and awareness: Synchronizing task-oriented collaborative activity, International Journal of Human-Computer Studies, 58 (5), 605-632
Cutrell E. B., Czerwinski M. and Horvitz E. (2000) Effects of instant messaging interruptions on computing tasks. In: Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI 2000 Extended Abstracts). New York: ACM Press, 99-100
Cutrell E., Czerwinski M. and Horvitz E. (2001) Notification, disruption, and memory: Effects of messaging interruptions on memory and performance. In: M. Hirose (Ed.), Human-Computer Interaction – INTERACT 2001 Conference Proceedings. Amsterdam: IOS Press, 263-269
Dabbish L. and Kraut R. (2003) Coordinating communication: Awareness displays and interruption. In: Proceedings of ACM Conference on Human Factors in Computing Systems (CHI'03): Extended abstracts, New York: ACM Press, 786-787
DeFleur, M.L. (1970)Theories of Mass Communication. New York: David Mckay.
Farmer, R. (2003). Instant Messaging – Collaborative Tool or Educator’s nightmare! Available online at http://naweb.unb.ca/proceedings/2003/PaperFarmer.html.
Fong, A.C.M.,Hui, S. C., & Lau, C. T. (2001). Towards an open protocol for secure online presence notification. Computer Standards & Interfaces,23,311-324.
Gopher D., Greenshpan Y. and Armony L. (1996) Switching attention between tasks: Exploration of the components of executive control and their development with training. In: Proceedings of the 40th Annual Meeting of the Human Factors and Ergonomics Society. Santa Monica: Human Factors and Ergonomics Society, 1060-1064
Greenberg J., (2000). Organizational behavior,謝馥蔓、張善智合譯，臺北：學富。
Hoffman,L., & Novak, P. (1995),Marketing in hypermedia Computer-mediated environments：Conceptual foundations, Journal of Marketing,pp.50-68
Heinich, R., Molenda, M., Russell, J., & Smaldino, S. E. (1999).Instructional media and technology for learning (6th ed.).Upper Saddle River, New Jersey：Prentice Hall.
Herzog,T. (1996).Research Methods and Data Analysis in the Social Sciences. New York：Wesley Logman Publichers Inc.
Kirschner,P.A., & Paas,F. (2001).Web-enhanced higher education：a tower of babel. Computers in Human Behavior,17,347-353.
Kreitner, R., & Kinicki, A. (2001).Organizational Behavior,5e,陳素勤譯，New Jersey:McGraw-Hill Companies,Inc.
Katz, L., & Rezaei, A. (1999).The potential of modern telelearning tools for collaborative learning. Canadian Journal of Communication, 24, 427–448.
Lincoln, Y. S., & Guba, E. G. (1985).Naturalistic Inquiry. Newbury Park：Sage Publications.
McCrickard D. S., Chewar C. M., Somervell J. P. and Ndiwalana A. (2003) A model for notification systems evaluation – Assessing user goals for multitasking activity, ACM Transactions on Computer-Human Interaction, 10 (4), 312-338
McFarlane D. C. (1999) Coordinating the interruption of people in human-computer interaction. A. Sasse and C. Johnson (Eds.), Proceedings of Human-Computer Interaction (INTERACT’99), Amsterdam: IOS Press, 295-303
McFarlane D. C. (2002) Comparison of four primary methods for coordinating the interruption of people in human-computer interaction, Human-Computer Interaction, 17 (1), 63-139
Mock, K. (2001) The use of internet tools to supplement communication in the classroom. Journal of Computing Sciences in Colleges, 17 (2), 14-21.
Moore,M.G. & Kearsley, G (1996). Distance learning- A system view. Wadsworth Publish Company
Nardi, B., Whittaker, S., & Bradner, E. (2000). Interaction and outeraction: instant messaging in action. CSCW ’00: Proceedings of the Conference on Computer-Supported Cooperative Work ( pp.79–88). New York: Association for Computing Machinery.
Patton, M.Q. (1995). 質的研究與評鑑，吳芝儀、李奉儒譯，台北：桂冠。
Podoski, C. (2001). Instant messenger for collaborative learning environments. (Masters thesis, University of Florida, 2001). Retrieved April 7, 2002 from http://etd.fcla.edu/etd/uf/2001/ank7124/thesis.pdf.
Prensky M. (2001) Digital Natives, Digital Immigrants, On the Horizon. NCB University Press.
Sawhney N. and Schmandt C. (1999) Nomadic radio: Scaleable and contextual notification for wearable audio messaging. In: Proceeding of the CHI’99 Conference on Human factors in Computing Systems, New York: ACM Press, 96-103
Shannon, C. and Weaver, W. (1949) The Mathematical Theory of Communication. Urbana: University of Illinois press.
Scott, N. (2002).Socialization in the “virtual hallway”: Instant messaging in the asynchronous Web-based distance education classroom. Internet and Higher Education,5,363-372
Young, S. S. C., Chan, T. W., & Lin, C. B. (2002). A preliminary evaluation of a web-mediated ‘School for All’. Journal of Computer Assisted Learning (JCAL), 18 (2), 209-218.
Zijlstra F. R. H., Roe R. A., Leonova A. B. and Krediet I. (1999) Temporal factors in mental work: Effects of interrupted activities, Journal of Occupational and Organizational Psychology, 72 (2), 163-185

6.2. 中文部分
王怡雰 (2004)。電腦溝通媒介與任務型態對媒介認知之影響，中華 大學碩士論文
沈中偉 (2005)。科技與學習—理論與實務第二版。台北：心理出版社
陳向明 (2002)。社會科學質的研究。台北：五南圖書出版公司。
高敬文 (1996)。質化研究方法論。台北：師大書苑發行。
潘淑滿 (2002)。質性研究理論與應用。台北：心理出版社。
鄒景平（2003）。〈數位學習概論〉於《數位學習的最佳導引》第一章.頁1-19 財團法人資訊工業策進會-教育訓練處
鍾翠玲 (2003)。IM 漸成整合通訊平台。CNET。2003年10 月8 日，取自http://taiwan.cnet.com
游婷喻 (2005)。「你今天IM了咩大調查」，創市際市場研究顧問公司，2005年2月23日。取自http://www.insightxplorer.com/kuso/
財團法人台灣網路資訊中心 (2006)。台灣寬頻網路使用調查。
李咏吟著 (1998)。《認知教學-理論與策略》。台北市：心理出版社有限公司。
Babbie, E. (1998). The practice of social research, 李美華等譯，台北：時英。
Patton, M.Q. (1995). 質的研究與評鑑，吳芝儀、李奉儒譯，台北：桂冠。
楊叔卿 (2000)。迎接二十一世紀的「艾麗絲」：網際網路輔助教育的理念。教學科技與媒體，50期，2-11。台北，國立師範大學視聽教育館。
楊叔卿、李薏芳、柯華葳 (2005)。學習平台結合即時傳訊系統於課後輔導教學之應用初探。教學科技與媒體，74期，101-114。台北，國立師範大學視聽教育館。
鍾玉敏、楊叔卿 (2006)。由線上教師觀點看線上一對一英語家教輔導之研究。第十屆全球華人計算機教育應用研討會論文集，中國：北京。
黃麗秋（2004）。〈微軟MSN MESSENGER顧客經驗管理〉，《能力雜誌》，581：40-47。
鄭昭明著 (1993)。《認知心理學—理論與實踐》。台北市：桂冠出版社有限公司。
梁子英 (2004)。整合行銷傳播應用於即時傳訊系統研究—以『MSN Messenger 俱樂部』網站為例。國立中山大學傳播管理研究所碩士論文。
林金賢（2004）。結合網路同步教學與多媒體網站輔助華文新聞教學的探討。國立台灣師範大學華語文教學研究所碩士論文。
黃彥達（2003）。一個科技行銷上的嘆息。數位之牆。2003年10 月02 日，取自 http://www.digitalwall.com/scripts/display.asp?UID=203
台灣PCHOME-Skype網站 (2006)。取自http://skype.pchome.com.tw/index.htm
張宏榮 (2001)。網際網路溝通之干擾因素探索。國立中正大學企業管理所碩士論文。
吳姝倩 (1996)。電腦中介傳播人際情感親密關係之研究探訪電子布告欄（BBS）中的「虛擬人際關係」。國立政治大學新聞研究所碩士論文。
魏璧梅 (2004)。台灣網際網路使用者對即時通訊之認知與實際使用狀況。國立政治大學資訊管理研究所碩士論文。
張君豪 (2004)。大學校院導入委外數位學習系統之專業實務與決策考量研究。國立清華大學資訊系統與應用研究所碩士論文。
陳年興(2004)。Access Grid在eLearning的應用。TWAREN測試計畫成果展發表。台東，那魯灣飯店。