基于远程视频会议系统的在线辅导教学交互策略

E-Tutoring Interaction Strategy in Distance Video Conference System

如何利用信息技术更好地实现高效的一对一个性化辅导，不仅是现实的迫切需要，也是研究的热点。本文对基于远程视频会议系统的在线辅导教学交互策略国内外现状进行研究，以社会建构理论、教学设计理论、活动理论、交际策略理论和远程教育中的交互理论为指导，在案例分析的基础上，设计了基于远程视频会议系统的在线辅导教学交互策略，并在三轮行动研究中对该策略进行修订和完善，最后提出“社会临场感建立—情感激励—教学会话—成果分享—评价反馈冶的五阶段策略(简称SATAE策略)，并通过对单向量表、教师反思日志、教师访谈等数据资料的分析，验证了该策略的应用效果，即能激发学生的学习兴趣，优化教学交互过程，提升基于远程视频会议系统的在线辅导教学效果。

With the development of information technology， people are involved into the open flexible network with more chances of the high quality education resources and the personalized learning. One-to-one personalized e-tutoring becomes a new way for K-12 students to access educational opportunities and programs outside of the traditional classroom. At the same time， e-learning provides the convenience for teachers' teaching which is no longer being restricted by time， space and other conditions. Through the literature review， the authors found that the quantity and quality of researches on the interaction of e-tutoring are not optimistic. Particularly in the field of primary education， there exist few researches on the interaction in online e-tutoring. At the same time， through the investigation and analysis of the e-tutoring practice， the authors found that the practitioners did not pay much attention to the importance of interaction as well. This study aims to build an e-tutoring interaction strategy based on the real-time online video conference system Join Net， and hopes to help students engage e-tutoring better. Based on social constructivism learning theory， instructional design theory， activity learning theory， the theory of communication in second language acquisition and the interaction theory in distance education， and based on the analysis of interaction characteristics of learners attending etutoring， the study developed an interaction strategy for e-tutoring in the real-time online video conference system JoinNet. And then， the study revised the interaction strategy through three rounds of action research with 20 teachers and students respectively. The authors also measured the effect of the interaction strategy. This study uses action research as the research framework， and integrates questionnaire investigation， interview， case analysis， content analysis and other research methods. This study also applies qualitative research and quantitative research paradigm for data analysis. There are two conclusions in this research: 1) proposing an interaction strategy for E-tutoring using JoinNet. This strategy has five parts: Social presence creating， emotion motivation， teaching & conversation， achievement sharing， evaluation & feedback (SATAE) 2) Measuring the effect of SATAE interaction strategy in JoinNet. The conclusion of this study has significant and profound meaning for E-tutoring: 1)It has important theoretical significance and application value to optimize the E-tutoring process and to improve the teaching effect of online tutoring; 2)It has profound guiding significance to improve teachers' online teaching and improve the quality of online tutoring; 3)It provides good advice for changing the parents' attitude towards online tutoring; 4)This research provides important reference for the enterprises and training institutions who engaged in online tutoring; 5) This research pro- vides a good reference to the further research about the development of E-tutoring.