同步即時互動系統應用於家教輔導研究-以英語家教為例

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研究生：	鍾玉敏 Yu-Min Chung
論文名稱：	同步即時互動系統應用於家教輔導研究-以英語家教為例 A Study of Synchronous Instant Interactive Systems Applied on Tutoring—Using English Tutoring as an Example
指導教授：	楊叔卿 Shelley S. C. Young
口試委員:
學位類別：	碩士 Master
系所名稱：	電機資訊學院 - 資訊系統與應用研究所 Institute of Information Systems and Applications
論文出版年：	2006
畢業學年度：	94
語文別：	中文
論文頁數：	136
中文關鍵詞：	XLearn系統、即時互動系統、線上家教、線上學習
外文關鍵詞：	XLearn system, Instant interactive system, online tutoring, online learning
相關次數：	點閱：2 下載：0
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查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

在位居偏遠地區師資分配不均的環境中，獲取家教資源之管道與豐富性是無法與都會地區相較，而當資訊科技應用於家教情境之中，產生了新的家教型態，希冀可藉此打破地理環境限制給予需求者不同的家教輔導機會。
本研究將資訊科技導入國中英語家教情境，採用專為教學所設計之XLearn同步即時互動教學系統進行線上一對一家教輔導，研究進行時間由2005年1月至2006年6月，以質化與量化研究並行之方式，經由訪談、問卷調查及操作觀察蒐集十對(20名)線上師生教學輔導之施行過程資料，由分析結果發現可歸納如下列三部份：1.在XLearn系統部份，線上師生主要利用此系統之溝通互動功能與教材互動功能進行同步即時一對一之互動，其對於XLearn系統整體滿意度趨近或高於中間基準值3.0，各線上家教老師靈活自由搭配XLearn系統各功能進行教學而發展出個別適性化的教學輔導方式，各功能中以語音互動功能最受重視，但在系統整體穩定度部分仍需加強，雖可藉由IM軟體輔助，但卻也因使用IM軟體帶來了學習干擾；2在資訊科技導入家教輔導部分，導入過程經歷三個階段，分別為前置導入期、調適探索期與學習發展期，在各階段中線上家教老師所扮演之角色有所轉換，但在各階段持續扮演營造友善學習氛圍之催化者係為進行線上教學之要素；此外，由學習互動觀點發現因資訊科技中介產生之空間區隔使得線上老師教學主導權較實體家教薄弱，師生於線上進行互動以非結構性互動型居多，且線上教學活動內容受到實體環境升學制度之影響以文法教學佔高比例；再者，線上學生對於所使用之數位教材滿意度高，並對使用資訊科技於線上進行學習之方式持正面肯定態度；3.在線上教師部分，線上教師為科技之彈性、多元性所吸引，對於資訊通訊科技應用於教學具高度動機，具備之特質包含專業能力、教學經驗、教學熱忱與資訊能力，其中在資訊能力方面須具備基本文書處理能力與資料搜尋編輯整合能力。
整體而言，本研究肯定資訊科技應用於家教輔導而產生之免費線上公益服務，其對學習有正面成效，在網路基礎建設成熟、雙向互動網路活動漸興之情境下，希冀可藉此達到縮短因城鄉差距而產生之「數位落差」、「學習落差」，雖仍有待改善之處，但瑕不掩瑜，其仍具擴大規模之可行性與價值。

In remote regions where qualified teachers are relatively fewer, students have less access to tutorial resources compared to their counterparts in urban areas. Nevertheless, with an innovative application generated by information technology applied to tutoring settings, students in need shall be able to obtain different tutorial counselling opportunities despite geographical limit.

The research introduces information communication technology to one-for-one junior high school English tutorial situation. XLearn synchronous instant interactive system, designed dedicatedly for teaching purpose, was adopted to conduct one-for-one online tutoring. The research was carried out from January 2005 until June 2006, both qualification and quantification methods employed. Via interviews, questionnaires, operating observation, the process of 20 (10 pairs) tutors and students practicing online tutoring was recorded. By analysing the data, three conclusions are made: 1.Regarding XLearn---Online teachers and students principally make use of its communicative interaction function and teaching material interaction function to do one-for-one real-time interaction. The global appraisal is close to or over the mid-datum 3.0. Each online tutor flexibly chooses different functions of XLearn to develop a teaching method which suits the individual the best. Among all functions, voice chat is mostly employed. However, the integral stability of the system still needs to be improved. Although IM software can assist, it also brings interference. 2. Regarding information communication technology introduced to tutorial settings---The process of introduction must go through three phases which are pre-introduction period, adjusting period and developing period. The roles played by online tutors change in each phase. Nonetheless, it is critical that the tutors maintain a friendly studying ambiance to assure the progress of online studying. From a learning interaction point of view, the interaction between online tutors and tutees tends to be non-structural interaction. Together with the distance between the two parties, online tutors have less guiding power than traditional face-to-face tutors. Besides, under the pressures to advance to a higher school, online tutoring is examination-oriented. Grammar teaching makes up a large proportion of online teaching. From the view of tutees, they generally appreciate the digital teaching material used and take a positive attitude toward online one-for-one studying. 3. Regarding online tutors---Inspired by the flexibility and variety of technology, online tutors are highly keen on applying information communication technology to teaching. A qualified online tutor features professional capability, teaching experience, teaching enthusiasm and information capability. He or she must demonstrate basic documentation processing ability and information searching/editing ability regarding information capability.

Globally speaking, the research confirms the positive effect of gratis online public service generated by information communication technology integrated to tutoring. With the sophistication of network infrastructure and two-way network interaction, it is expectable to reduce the “digital divide” and “studying divide” caused by the difference between cities and countries. The system is not yet perfect but is of large-scale implementation worth.

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目錄
中文摘要...........................................................................i
英文摘要......................................................................... ii
目錄.................................................................................iv
表目錄.......................................................................... viii
圖目錄..............................................................................x
第一章 緒論..................................................................1
1.1 前言................................................................................................................1
1.2 研究動機........................................................................................................1
1.2.1 網路基礎建設成熟..............................................................................2
1.2.2 國內學生參與課外補習情形..............................................................4
1.3 研究計畫背景................................................................................................9
1.4 XLearn 同步即時互動教學平台介紹..........................................................10
1.4.1 溝通互動功能....................................................................................14
1.4.2 教材互動功能....................................................................................16
1.4.3 裝置設定功能....................................................................................19
1.4.4 課程錄影功能....................................................................................20
1.4.5 資訊呈現功能....................................................................................21
1.5 研究待答問題..............................................................................................23
1.6 研究限制......................................................................................................24
1.7 相關名詞解釋定義......................................................................................24
第二章 文獻探討........................................................26
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2.1 學習溝通互動..............................................................................................26
2.1.1 傳統家教之特點與互動....................................................................26
2.1.2 網路學習之互動................................................................................28
2.2 數位學習......................................................................................................29
2.2.1 線上同步學習模式............................................................................30
2.2.2 線上學習同步模式之使用工具與優缺點........................................32
2.2.3 數位學習同步模式在英語學習方面相關研究................................33
2.3 英語教學法理論..........................................................................................38
2.3.1 英語教學法四個發展時期................................................................38
2.3.2 各英語教學法之優缺點....................................................................40
2.3.3 台灣九年一貫語文科英語教學指標................................................42
2.4 實體一對一家教輔導vs.亞卓市線上一對一家教輔導.............................43
2.5 國外線上家教輔導施行情形......................................................................48
2.5.1 Homeworkexpert.com.........................................................................48
2.5.2 Tutor.com ............................................................................................50
2.5.3 Sylvan online ......................................................................................52
第三章 研究方法........................................................54
3.1 研究方法......................................................................................................54
3.2 研究調查工具..............................................................................................57
3.3 研究對象......................................................................................................58
3.4 研究活動進行時間......................................................................................58
3.5 研究步驟......................................................................................................59
第四章 研究資料分析................................................61
4.1 研究對象基本資料分析..............................................................................61
4.1.1 線上家教老師教育背景與實體家教教學經驗................................61
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4.1.2 線上家教老師資訊能力....................................................................63
4.1.3 線上家教老師參與線上家教活動動機............................................65
4.2 使用者與XLearn 平台互動分析................................................................68
4.2.1 XLearn 系統整體使用滿意度...........................................................68
4.2.2 XLearn 系統各功能使用狀況...........................................................70
4.2.3 輔助工具軟體使用情形....................................................................74
4.2.4 語音視訊功能於教學溝通之使用....................................................78
4.3 線上英語家教輔導活動..............................................................................79
4.3.1 線上家教老師與學生之互動............................................................79
4.3.2 線上家教老師/學生與數位教學輔導教材之互動..........................87
4.3.3 英語家教輔導教學活動內容............................................................92
4.3.4 線上家教輔導各項語言能力之學習探究........................................96
第五章 結論、討論與建議......................................101
5.1 討論............................................................................................................102
5.1.1 線上家教老師層面..........................................................................102
5.1.2 科技系統層面..................................................................................103
5.1.3 英語教學層面..................................................................................104
5.2 建議............................................................................................................106
5.3 未來研究方向建議....................................................................................109
第六章 參考文獻......................................................110
6.1 中文部份....................................................................................................110
6.2 英文部分....................................................................................................112
附錄..............................................................................118
2.1 附錄- 1 線上家教老師自我陳述相關資訊...............................................118
2.2 附錄- 2 第一階段發放之線上問卷 (線上家教老師問卷) ......................120
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2.3 附錄- 3 第二階段發放之問卷 (線上家教老師問卷) ..............................125
2.4 附錄- 4 線上學生問卷...............................................................................130
2.5 附錄- 5-線上家教老師服務證書...............................................................136
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表目錄
表1- 1 台灣上網人口在家從事的網路活動...............................................................4
表1- 2 中小學生放學後參加課外補習之比率與項目一覽表...................................5
表1- 3 家教內容、師資資格、學生需求與費用一覽表...........................................7
表1- 4 XLearn 教師端與學生端功能比較表............................................................13
表1- 5 最低電腦系統環境需求建議表.....................................................................14
表1- 6 實體一對一家教輔導教學與XLearn 即時互動系統功能支援比對表.......22
表2- 1 鄒景平 (2003)針對數位學習提出三種模式：同步、非同步與混合式....29
表2- 2 同步溝通模式與工具.....................................................................................32
表2- 3 科技與老師在ICRT 應用面上之角色轉化...................................................34
表2- 4 透過即時同步互動軟體、系統之英語教學相關應用研究.........................36
表2- 5 XLearn 系統與一般即時傳訊軟體功能比較表.........................................37
表2- 6 英語教學法之語言觀、教學觀對照表.........................................................39
表2- 7 實體一對一家教vs.亞卓市線上一對一家教比較表：相同處...................44
表2- 8 實體一對一家教vs.亞卓市線上一對一家教比較表：相異處...................45
表2- 9 Tutor.com 服務合作之對象統計表................................................................50
表2- 10 一對ㄧ線上家教服務提供者比較表...........................................................53
表4- 1 參與線上家教活動之教育背景與人數統計.................................................62
表4- 2 線上家教老師代號vs. 線上家教學生編碼對照表.....................................62
表4- 3 線上家教老師實體家教經驗資料.................................................................63
表4- 4 線上家教老師軟體使用能力調查.................................................................64
表4- 5 線上家教老師日常使用網路所進行的活動.................................................65
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表4- 6 線上家教老師參與線上一對一英語家教輔導計畫之動機.........................66
表4- 7 使用者對於XLearn 系統使用滿意度評估...................................................69
表4- 8 XLearn 各項功能重要性................................................................................70
表4- 9 進行線上家教輔導活動時所需求之協助.....................................................72
表4- 10 XLearn 系統使用問題一覽表......................................................................73
表4- 11 一對ㄧ線上家教英語輔導互動情況描述...................................................80
表4- 12 線上家教老師個別依重要性給予XLearn 各項功能.................................86
表4- 13 線上家教老師於三階段扮演之角色...........................................................86
表4- 14 線上家教學生對於教學教材的滿意度.......................................................87
表4- 15 線上家教老師使用教學教材來源與檔案格式：.......................................88
表4- 16 線上家教老師教學時於各語言能力所著重比例.......................................92
表4- 17 九年一貫能力指標與使用XLearn 系統預期可達之能力評分.................96
表4- 18 線上學生自我檢核表-1................................................................................99
表4- 19 線上學生自我檢核表-2..............................................................................100
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圖目錄
圖1- 1 台灣經常上網人口成長情況...........................................................................3
圖1- 2 每週平均在家上網時間...................................................................................3
圖1- 3 國內學生放學後參加課外補習之項目...........................................................5
圖1- 4 家教市場中各科目教授內容比例...................................................................8
圖1- 5 三方合作模式示意圖.....................................................................................10
圖1- 6 進入XLearn 一對一線上家教流程圖...........................................................11
圖1- 7 登入「亞卓市」後進入亞卓市網路課輔中心畫面.....................................11
圖1- 8XLearn 同步即時互動教學平台架構圖.........................................................12
圖1- 9 XLearn 即時互動教學系統功能模組ㄧ覽圖................................................13
圖1- 10 音訊/視訊介面..............................................................................................15
圖1- 11 聊天室即時文字對談介面畫面...................................................................15
圖1- 12 XLearn 互動電子白板介面畫面.................................................................16
圖1- 13 文件管理功能介面.......................................................................................17
圖1- 14 同步文件導引功能介面畫面.......................................................................18
圖1- 15 桌面共享程式介面畫面-1............................................................................19
圖1- 16 桌面共享程式功能介面畫面-2....................................................................19
圖1- 17 裝置設定功能介面畫面...............................................................................20
圖1- 18 課程錄影功能介面說明...............................................................................20
圖1- 19 資訊呈現功能介面畫面...............................................................................21
圖2- 1 實體一對一家教輔導教學步驟示意圖.........................................................27
圖2- 2 線上同步學習模式.........................................................................................31
圖2- 3 比例模式之三階段均衡系統.........................................................................42
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圖2- 4 實體一對一家教VS.線上一對一家教示意圖..............................................44
圖2- 5 Homework Expert.com 首頁..........................................................................48
圖2- 6 美國合作圖書館(Library)之進入畫面..........................................................51
圖2- 7 Tutor.com 進行Live Homework Help 之軟體介面......................................51
圖2-8 eSylvan.com 所使用之平台介面....................................................................52
圖3- 1 家教輔導計劃時程規劃.................................................................................59
圖3- 2 教育訓練—XLearn 系統操作教學施行情形................................................59
圖3- 3 研究流程圖.....................................................................................................60
圖4- 1 師生配對流程圖.............................................................................................62
圖4- 2 線上家教老師具備特質與能力示意圖.........................................................67
圖4- 3 使用XLearn 系統進行英語歌詞 (Lyric)文意及文法教學，搭配使用Yahoo!
messenger 傳送音樂檔案之情境示意圖...........................................................75
圖4- 4 使用XLearn 同步文件導引功能進行英語閱讀測驗情形...........................78
圖4- 5 溝通互動類型................................................................................................79
圖4- 6 線上英語家教輔導活動三階段.....................................................................84
圖4- 7 使用英語漫畫作為英語會話教學教材之畫面.............................................89
圖4- 8 掃描紙本教材製成家教輔導教材之畫面.....................................................89
圖4- 9 使用*.ppt 編輯後教材上傳使用之畫面........................................................90
圖4- 10 線上英語家教教學輔導活動之項目...........................................................93
圖4- 11 一對一線上英語家教輔導教學活動...........................................................94
圖4- 12 使用XLearn 同步文件導引功能進行英語閱讀教學情形.........................95

                                

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