In June 2003, Intel Cooperation, U.S.A attempted to implement the“Community Education Programme” in China. It delegated that the Education Technology Department, Faculty of Education of the Beijing University to implement the program and employed the "Community Teacher Center” as the teaching staff training agent. The programme aimed at establishing and operating“Community Education Centers”and developing textbooks for junior high school students and teachers. Before the CTC programme began to train teachers, the professional staff at the Beijing University was invited to translate the training programme materials into Chinese and fit them into the Chinese context. After training, teachers returned to their home base and began their teaching. Once the programme commenced, teachers were exposed to some practical problems. They realized that the short training programmed did not provide them with sufficient capability to deal with problems encountered. A platform for the purpose of assisting, communicating and sharing became an urgent need for them. After consultation, the professional staff at Beijing University decided to set up a Group Telementoring platform to support teachers in dealing with problem solving and to stimulate teachers' thinking. Two professional staff of the Educational Technology Department, Faculty of education at Beijing University voluntarily took up the duty as group mentors. Each mentor was responsible for responding to a group of mentees from different provinces across mainland China by answering the mentees’questions, and sharing resources and experiences with mentees. This is a comprehensive survey. Questionnaire and interviews were employed to study both experiences of the mentors and mentees. The foci of the study are as follows: 1. To investigate the operation, the level of participation and satisfaction towards the platform. 2. To investigate the correlation between the level of satisfaction and the background of the mentees. 3. To investigate the correlation between the level of satisfaction and the personal background of mentees. 4. To investigate the correlation between the level of satisfaction and the level of participation, role behaviour, and external support. 5. To investigate the accomplishment of Group Telementoring through interviewing the mentors and the mentees and through collecting emails written among them.

2003年6月，美國Intel(中國)有限公司委託北京大學教育學院教育技術系 承辦Intel社區教育計畫，並利用社區教師中心(Community Teacher Center)推行培訓。培訓結東後，各地教師返回原所在地開始對社區的學生進行教學。在實踐時，教師發現僅僅五天的培訓時間不能讓他們有充足的能力以應付現實教學的困難。教師急需要一個輔助、交流和分享的平臺。因此，北京大學的專業人員通過商議，決定爲這些教師提供小組遠程輔導(Group Telementoring)，來支持教師的工作，解決困難。 小組遠程輔導(Group Telementoring)在我國是新生事物，本研究採用調查研究法，瞭解了小組遠程輔導(Group Telementoring)運行的基本程式。研究瞭解到學員( Mentee)對小組遠程輔導(Group Telementoring)整體運作比較滿意，對輔 導者(Mentor)整體工作表現也比較滿意，同時他們也感受到了小組遠程輔導(Group Telementoring)的效果。 研究還發現，個人背景因素及其他一些因素會影響學員(Mentee)的滿意度和小組遠程輔導(Group Telementoring)效果。 爲此，研究提出了一些列建議，建議通過明確Intel公司和北大教育技術系的權限、做好小組遠程輔導(Group Telementoring)的事前規劃，提高輔導者(Mentor)的管理技能，讓小組遠程輔導(Group Telementoring)更有效地運行。