Measuring the Moral Reasoning Competencies of Service-Learning e-Tutors

As education has turned towards technology to provide academic support, the incidence of e-tutoring has grown due to decreasing educational budgets and as a potential remedy for the generational digital divide. However, many service-learning e-tutoring studies have focused on tutees' academic a...

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Bibliographic Details
Published in:Educational Technology ＆ Society 2016-07, Vol.19 (3), p.269-281
Main Authors: Chien, Chih-Feng, Liao, Ching-Jung, Walters, Brent G, Lee, Ching-Yieh
Format: Article
Language:English
Subjects:
Academic Achievement
Caring
Cognition & reasoning
Cognitive Development
College Students
Content analysis
Education
Educational aspects
Electronic Learning
Elementary School Students
Empathy
Factor Analysis
Foreign Countries
Full Length Articles
Interpersonal Relationship
Interviews
Item Analysis
Kohlbergs stages of moral development
Learning
Likert Scales
Management
Measures (Individuals)
Moral character
Moral Development
Moral Values
Morality
Online Courses
Online education
Online instruction
Problem Solving
Qualitative Research
Questionnaires
Reasoning
Reliability
Reliability analysis
Reliability aspects
Remedial Instruction
Rural Areas
Secondary School Students
Service learning
Social factors
Social interaction
Statistical Analysis
Student Attitudes
Students
Taiwan
Teaching Methods
Tutoring
Tutors
Validity
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Summary:As education has turned towards technology to provide academic support, the incidence of e-tutoring has grown due to decreasing educational budgets and as a potential remedy for the generational digital divide. However, many service-learning e-tutoring studies have focused on tutees' academic achievement and tutors' cognitive development rather than tutors' moral development. The purpose of this study is to develop a literature-based instrument related to service-learning e-tutoring in order to explore college students' development of moral reasoning competencies as a result of their service as online tutors for rural primary students. By reviewing the literature on service-learning and conducting interviews, content analysis is applied to identify the moral reasoning factors; then factor analysis is conducted to assess the reliability and validity of the moral reasoning questionnaire for e-tutoring. Five competencies, including moral character, problem solving, caring, empathy, and social interaction,-are recognized. Further study is needed to better ascertain the range of educational and personal gains in both tutor and tutee that result from service-learning e-tutoring.
ISSN:1176-3647
1436-4522
1436-4522