大學生以服務學習方式協助縮短國際數位落差之研究－－以2009中原大學柬埔寨海外志工專案為例

A Study to Undergraduate Students on Assistance in Bridging International Digital Divide via Service-Learning: 2009 Overseas Volunteer Project of CYCU for Cambodia

近年來教育部積極推動服務學習，鼓勵學生「從做中學」。學生除了可以將課堂裡所習得的專業知識加以實作外，也能從中學習如何關懷社會。本研究以個案研究法針對中原大學「資訊科技與國際服務學習」課程中之「2009柬埔寨海外志工專案」，探討大學生如何運用服務學習的方式，來進行國際援助、協助國際縮減數位落差。本研究針對專案之歷程、困難與效益進行整理與分析，主要研究結論如下：1.針對具有「數位落差」的對象，教案應以「實用性」和「範例式教學」方式來設計與執行；2.教學過程應輔以課程講義與隨堂助教方式進行；3.應依據當地的風俗民情安排教學時間與方式；4.「服務學習」應是永續的發展，而非一時的專案；5.執行「服務學習」專案，學生確實可以透過服務學習的歷程得到成長，包括專業學習（資訊科技、英語等）、人際溝通、社會責任感知、尊重文化差異、危機處理；6.在大專院校中應該多加推廣「服務學習」此種教學模式，以擴大學生的知識責任與對社會的關懷。

The Ministry of Education has actively promoted service-learning during recent years to encourage students through ”learning by doing.” From the service-learning projects, students can practice the knowledge they learn from the classroom, and in the meantime learn how to care for the society. This study examines the case of ”2009 Overseas Volunteer Project for Cambodia,” which is a service-learning component of the ”Information Technology and Service-Learning” course offered at Chung Yuan Christian University. The purpose of this study is to understand how undergraduate students learn through an international service-learning project to bridge the gap of digital divide. This study analyzes the processes, difficulties, and effectiveness of the project. Major findings include: (1) practicability and demonstrations are critical to the students with digital gap when designing and implementing instruction; (2) printed handouts and in-class teaching assistants should be provided in the process of teaching; (3) the arrangement of teaching time and methods should be tailored with local customs in mind; (4) service-learning should be a form of continuous development instead of short-term projects; (5) students do benefit from the process of service-learning in terms of increased professional skills (information technology, English language), inter-personal communication skills, sense of social responsibility, respect for culture differences, and capacity of risk management. It is concluded that universities should promote service-learning to increase students' sense of ”knowledge responsibility” and care for the society.