A Study on Cross-Country Online Tutors' Teaching Beliefs and Teaching Behaviors: Taiwan-Korea Online Tutoring Service Program as an Example

• Main Authors: Chen, Li-Yu, 陳立楀
• Other Authors: Huang, Wen-Ding
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/s9av73

碩士 === 國立暨南國際大學 === 國際文教與比較教育學系 === 103 === The study aims to understand teaching beliefs and teaching behaviors of seven cross-country online tutors in Taiwan-Korea Online Tutoring Service Program, and the possible factors influencing them, by mainly using semi-structured interview as the main research method. Adopting the six aspects of teaching beliefs and teaching behaviors, the study includes the following findings: 1. Teaching Method: Online tutors not only consider but also adopt three major teaching methods—didactic instruction, practicing instruction, and inquiry teaching—for online tutoring in their teaching beliefs and teaching behaviors. 2. Curriculum Design: Online tutors regard seven principles of curriculum selection as important: achieving curriculum objectives, conforming with students’ needs, interests, and ability, and paying attention to the importance, flexibility, range, lacking, resource and time of the curriculum content. In real online tutoring, the flexibility, lacking, resource and time of the curriculum content are not applied. But the accuracy of the curriculum is used as the principle of curriculum selection. 3. Teaching Assessment: For the teaching beliefs and teaching behaviors, online tutors share the same ideas of online teaching assessment, which include 1) assessment during teaching—in-class questioning and answering, in-class practicing of answering questions, and quizzes for review, and 2) assessment after teaching—homework. 4. Teacher’s Role: There are three aspects of teacher’s roles in online tutors’ teaching beliefs. 1) Teaching aspect: being curriculum developers, guides in teaching, and problem solvers. 2) Consulting aspect: being character cultivators. 3) Professional development aspect: being professional knowledge promoters, teaching techniques developer, and teaching attitude facilitators. However, online tutors do not play the role of consulting aspect in real online teaching. 5. Teacher-Student Interaction(TSI): There are 8 TSI languages mentioned in both the teaching beliefs and teaching behaviors of online tutors: 1) accepting feelings, 2) praising and encouraging, 3) accepting or using ideas of students, 4) asking questions, 5) lecturing, 6) giving directions, 7) student-talk response, and 8) student-talk initiation. 6. Teaching Process: The teaching process in online tutors’ teaching behaviors are: 1) preactive tasks—comprehension and transformation, 2) interactive tasks—instruction and evaluation, and 3) postactive tasks—new comprehension. There is a lack of postactive task—reflection and new comprehension in online tutors teaching beliefs towards teaching process. The characters and learning experience of tutors, students’ personal factors, and teaching subjects influenced both tutors’ teaching beliefs and teaching behaviors. Tutors’ teaching beliefs are also influenced by their professional knowledge and family background. Tutors’ teaching behaviors are also influenced by their genders, teaching experiences, facilities, and students’ language ability.