Abstract
This research explores the educities online community which applied the Computer-Mediated Communication Systems to online after-class tutoring. To get necessary data, we choose 13 pairs of junior high school teachers and students who joined the after-class tutoring programs as the research objects, and this research extended 12 months, from Jan.2005 to Dec.2005. The purpose of this study mainly discusses the potential influence by implement the computer-mediated systems including Learning Platform and Instant Messaging Systems on tutoring settings, and depending on the results, we suggest how to make the common media become the favorable learning tools. In addition to the document analysis, we use the qualitative method to gather information which includes participant observation, questionnarire and in-depth interviwes. The findings are as follows : (1)Even though the digital learning platform tends to play positive role in helping enhance learning effects, however, it is not common in implement in after-class tutoring. Besides, the most frequently used function of the system varies from each other to a large extent while applied to different courses. For example, the broadcasting and material guide functions are most popular in English class, while the video and interactive whiteboard are necessary in Math; (2)We chose those communicational tools which most students are familiar with as social tool, for example, Yahoo! Messenger is usually the top one choice for most teachers, and it is also proved that Instant Messaging system could become an effective learning tool and highly accepted by students; (3)According to the different ways in which the system was applied, this study classifies three after-class tutoring models. These three models are: 1.LMS-based Model(2pairs); 2.IM-based Model(5 pairs); 3.LMS/IM-combined Model(6 pairs). In the two disciplines, we make use of all three models, and there are 5 pairs adopting the third model. Apparently, the third model tends to be most effective. (4)The majority of teachers consider the interruptions caused by Instant Messaging System as negative factor when teaching. So the researcher put forward relevant suggestions on reducing the adverse impact of the interruptions.