| Summary: | 碩士 === 國立東華大學 === 教育與潛能開發學系 === 106 === This study aims to develop an “Online Tutors’ Engagement Scale”, through which we can understand online tutors’ engagement, and put forward suggestions for improving teaching practice.
The researchers used the school engagement definition of Wang, Fredricks, Feifei, Hofkens, and Linn(2017) as the theoretical framework, we referred to domestic and foreign engagement scales and completed 44 “Online Tutors’ Engagement Scale” questions, we took online tutors of DongHua University who participated the Project of Online Tutoring for After School’s Learning of the 106-1 semester as our preliminary research object, and conducted program analysis, as well as reliability and validity tests. We then took online tutors of 106-2 semester as official research object, the variables are divided into three major parts: online tutors, the tutees, and relationship between the tutors and tutees, in order to explore the Engagement of online tutors, and their Behavioral Engagement, Emotional Engagement, Cognitive Engagement, and Social Engagement.
The Cronbach α coefficient of the total scale of our “Online Tutors’ Engagement Scales” is.95, the α coefficient of all aspects are between.88 and.93, therefore, our scale has good internal consistent reliability. As the subject chosen for the scale has appropriate references, the scale has good content validity, 10 factors were taken out by factor analysis, and the total explained variance was 71.57%. Among the 44 questions, the result of factor analysis of 39 questions conformed to their original design orientation, and the coincidence rate was up to 89%. Thus, the scale has good construct validity. After the program analysis, and the test of reliability and validity, 1 question was deleted. The final formal scale contained 43 questions.
The result of the study found that: in terms of online tutoring qualification, new tutors have a stronger sense of meanings than experienced tutors; in terms of tutees’ age group, tutors of senior tutees in primary schools have the highest cognitive engagement, the second is tutors of middle grades tutees in primary schools, and the least are tutors of tutees in secondary schools. This demonstrates that, as the senior grade in primary schools is a key connection of primary school and secondary school, their tutors have the highest cognitive engagement; In terms of different online institutions, there is a big difference between the behavioral and emotional engagements of different tutors. Possible reasons are: online and teaching equipment, meet-up activities, the style of the tutor and the supervision style; in terms of whether the tutees and a tutor have the same gender, tutors who have different gender than their tutees devote higher emotional, behavioral, cognitive, social and school engagements than those who have the same gender as their tutees. From the highest score to the lowest are: male tutors and female tutees, female tutors and male tutees, female tutors and female tutees, male tutors and male tutees. The research results can provide a reference for improving the practice of online tutoring.
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