隨著科技的發展，教學方式也一直不斷推陳出新，教育部於2006年開始發起「偏鄉數位應用推動計畫」，目的是利用線上課輔的方式提供偏鄉的學生與都市的學生鄉近的學習資源來縮短城鄉差距。
本研究探討一個由成功大學帶領兩所偏鄉學校的線上遠距教學計畫，以線上平台JoinNet來進行一對一線上同步英語課輔課程，提供位處南部偏鄉地區的一所國中及一所國小的學生英語學習，以一週一次的上課方式，持續16周。共有29位小學伴及29位大學伴參與此研究。本研究為針對參與的學生進行深入的個案探討，主要研究資料包含大小學伴之問卷，其他輔助研究資料有:對帶班老師之訪談、教學錄影檔案及學生的學習單。研究目的在於探討從英語老師、小學伴、大學伴、及所有參與此計畫人員的角度來了解他們對以線上課輔方式進行英語教學的想法。
研究結果顯示在小學伴學習動機方面，情境式學習動機及融合式學習動機是激勵他們喜歡學習英語的兩大主因。在大學伴自評方面，他們認為在線上課輔層面，自己最佔據優勢的是擁有良好的教學態度來進行教學。大小學伴都對英語繪本作為本次的課程教材感到滿意，也對一對一線上課輔的上課方式持正面的態度。
基於上述的研究結果，本研究提出下列建議，供未來研究者之參考。教材內容可以多與小學伴的生活經驗及在地的文化特色做結合。計畫實施前可舉辦學前訓練供大學伴們了解軟硬體操作流程及如何規劃課程。此外，學習語言是需要長時間累積的，未來研究者可安排長期的課程去評估學生的學習成果。

With the advance of technology, the ways of teaching and learning foreign languages have become diverse. The Ministry of Education initiated a national project of “On-line Tutoring for After-School Learning” to students in remote regions since 2006. The project goal is to offer such students opportunities of learning through digital technology and Internet connection, so to break the urban-rural educational gap.
This case study explored the perceptions of the students, the university tutors, the English teachers and the administrators of partner schools about taking part in a distance learning project for one semester. The participants used an E-learning platform, JoinNet, conducting one-on-one synchronous online tutoring for 16 weeks. The participants were 29 university students and 29 young learners from one junior and one elementary schools of Southern Taiwan.
The study started from February 22 to June 7, 2017, lasting for 16 weeks. The university tutors and their partner students met once a week online to learn English through picture books. The primary data were collected from two versions of questionnaires to obtain information about the students’ learning motivation and the university tutors’ self-evaluation of the on-line tutoring program. The supportive data included face-to-face interviews with the participants, the school teachers and the administrators, video records of individual on-line classroom, and the worksheets completed by the students.
The results of this study reveal that situational and integrative motivations are two major factors in raising the students’ desires in learning English. The university tutors indicated that their positive teaching attitudes and patience were the keys to facilitate teaching and learning on-line. Both the students and the university tutors were satisfied with the choices of picture books as their course materials. In general, the participants were highly positive about on-line tutoring as a teaching method. The teachers indicated that the students showed a great progress after participating in the on-line tutoring program. The weakest part in the course was the design of the e-learning platform which required modification to reflect the needs of teaching.
It is suggested that topics related to the young learners’ life and local cultures should be included in the course, and longer pre-course training to the tutors is needed. Future research should provide long-term observation and evaluation on the student’s learning outcomes.

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