| Summary: | 碩士 === 國立臺北教育大學 === 教育傳播與科技研究所 === 98 === With effective online tutoring, it can improve the learners’ completion rate of web-based courses in online learning. It can also increase learners satisfaction toward the course and reduce the dropout of online learning.
The purpose of this study was to design and implement an online tutoring action plan and e-tivities of the Elementary School Library Competence course in the Hsinchu University of Education. The action research was adopted to investigate the challenges which the e-facilitator might face when online tutoring was implemented in web-based course.
The web-based course of this study implementation lasted for eight weeks. The fifty-five participates of the course were in-service teachers who came from various areas with different background. The development of the online tutoring action plan refered to the Five-Stage E-moderating Model and online tutoring skills standard. Before the course began, the researcher interviewed five experts for their online tutoring experience to understand the current application of online tutoring, and to find out participants’ background and their online learning experience by the survey. During the course, the researcher collected and analyzed data from the methods of observation, self-reflection record, interview and satisfaction questionnaire.
The results of this study were as follows:
1. Most of domestic colleges, public departments and enterprises have already included the concept of online tutoring in their online learning services to enhance the quality of online learning and to meet the standards of e-Learning service certification.
2. Gilly Salmon's Five-Stage Model can provide a scaffold to help e-facilitator to understand the learning process of online learners. The e-facilitator also can follow the model to implement appropriate e-tivities and online tutoring.
3. A successful online tutoring should rely on the cooperation of administration, technology, e-teacher and e-tutor. The professional service can help the learners to solve problems effectively in various stages, so that the learners can concentrate on studying the content of the courses.
4. The online tutoring can promote interactivity of online learning and allow online learners to have a sense of security in online learning environment. It also has positive effects on the learners’ participation in online learning activities.
5. The dropout rate of this study was only 5%. The researcher used a satisfaction questionnaire with 4-point Likert Scales rating scale at the end of the course. The satisfaction of e-tivities was 3.4 and online tutoring was 3.8. Most participants agreed to the implementation of online tutoring which can facilitate them to complete the online learning.
|
|---|
