Enriching Service-Learning by Developing e-Tutoring in Foster Homes

Chih-Feng Chien (), Ching-Jung Liao () and Brent G. Walters ()
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Chih-Feng Chien: Chung Yuan Christian University
Ching-Jung Liao: Chung Yuan Christian University
Brent G. Walters: Chung Yuan Christian University

Systemic Practice and Action Research, 2018, vol. 31, issue 2, No 5, 238 pages

Abstract: Abstract In view of the learning divide between the children in ordinary families and those in foster homes, online one-to-one tutoring has been provided by university students as a service-learning option. Through the synchronous e-tutoring system platform, the goal of this study is to develop a service learning mode for creating campus-community partnerships and mutual learning experiences. Thus the study applies Ramsden’s theory of university teaching (2003) into an action research project for investigating (i) how e-tutoring can solve the problems occurring in face-to-face tutoring in foster homes; (ii) the effects of e-tutoring; (iii) the new issues identified; and (iv) new strategies for future iterations of the program. For explaining a social phenomenon through a theoretical framework, grounded theory analysis was applied and eight themes were identified in the qualitative data of 10 observation reports, 28 interviews, and 140 weekly journals from both ends of two foster homes and one university. Eight subcategories (content and learning, practical learning, tutoring concerns, knowledge gains, competency gains, adult guidance, e-tutoring approaches, and transformative development) are categorized along with Ramsden’s hierarchy theory—teaching as telling or transmission, teaching as organizing student activity, and teaching as making learning possible. With transformative development of the campus-community partnership the consensus goal among university faculty, directors of foster homes and relevant personnel of e-tutoring (Enos and Morton 2003), the study discussed future improvements for the e-tutoring program. The action research strongly suggests that e-tutoring should emphasize more reflective listening rather than subject-mattered achievement and turn service-learning into an opportunity of achieving the sustainable integration of community resources and social welfare institutions.

Keywords: Foster home; Service-learning; Action research; Grounded theory; E-tutoring (search for similar items in EconPapers)
Date: 2018
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DOI: 10.1007/s11213-017-9423-x

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