隨著網路資訊科技的發展，同步軟體技術亦促進遠距教學的發展。臺灣教育部於2006年起實施「臺灣偏鄉中小學網路課業輔導計畫」，希望減低城鄉間數位落差，並提升偏鄉孩童的學習成效。在本研究中，作者訪談先前參與過計畫課程的小學伴、大學伴、學校教師、與計畫執行者與推動者，期望找出影響數位學伴課程成功的因素。研究發現影響成功學習的因素包含能夠滿足小學伴於自我決定理論中基本心理需求的支持性學習環境、個人化學習環境、以及大學伴的支持。另外，研究亦發現可能阻礙成功學習的因素，包含與大學伴與小學伴招募系統相關的問題，本研究亦提供相關建議供參考。

Nowadays, with the advancement of Internet information technologies, synchronous software has been incorporating into realizing distance education. In 2006, the ministry of education launched a project called “Online Tutoring for After School’s Learning” (e-tutoring program) in Taiwan remote areas in the hope of bridging the digital divide between urban districts and remote areas, and improving students’ academic performance. In this research, the author interviewed some of the former e-tutees, e-tutors, schoolteachers, and administrators of this program, hoping to identify the factors contributing to or hindering the successful learning sessions in this program from their perceptions. The research findings suggest that supportive learning environment that fulfills e-tutees’ essential psychological needs based on the self-determination theory and the fostering of personalized learning environment with tutorial support are the main factors that contribute to the successful learning session. On the other hand, some issues regarding the tutor and tutee recruitment may be the factors that hinder successful learning session. Regarding the issue, the research also provides further suggestion.

論文審定書……………………………………...i
論文公開授權書 …………………………........ii
誌謝…………………………………………….iii
摘要…………………………..........................iv
Abstract………………………….....................v
Table of Contents………………………….....vi
Tables…………………………......................vii
I. Introduction…………………………..........................1
1.1 Research purpose & problem statement....... 3
1.2 Research questions........................................4
1.3 The significance of this research....................4
II. Literature Review..............................................6
2.1 E-tutoring and distance education..................6
2.2 The Online E-tutoring Program in Taiwan.......8
2.3 Personalized learning environment (PLE).....13
2.4 Tutor-tutee relationships and Self-Determination Theory.......15
III. Methodology.........................................................................22
3.1 Research sites and participants..................................22
3.2 Sample........................................................................22
3.3 Data collection & analysis...........................................23
3.4 Data Coding................................................................25
IV. Research Findings...................................................................32
4.1 The Factors Contributing to Successful Learning Sessions in E-tutoring Program..........34
4.1.1 Learning environment that fulfills e-tutees’ psychological needs...................................34
4.1.1.1 Fulfilling the psychological need for competence.......................................................35
4.1.1.2 Fulfilling the psychological need for autonomy...........................................................37
4.1.2 Supportive learning environment—tutorial support........................................................40
4.1.3 Supportive Learning Environment—Personalized Learning Environment.....................43
4.2 Factors Hindering Successful Learning Sessions in E-tutoring Program..........................44
4.3 The importance of e-tutor and e-tutee relationships—fulfilling the need for relatedness........49
4.3.1 Inspiring Life Directions................................55
4.3.2 Promoting Self-Affirmation and Personal Growth................59
V. Discussion....................................................................62
VI. Conclusion & Recommendation..................................66
VII. Limitations..................................................................69
VIII. Reference..................................................................70
Appendix 1: Interview Protocol (E-tutee)..........................73
Appendix 2: Interview Protocol (Classroom Teacher).......76
Appendix 3: Interview Protocol (E-tutor)...........................78

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