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Effective E-learning Course Cases on College Practices

作者: Lo-Chih Shen, Zheng-Wei Lin Is gathering
Effective E-learning Course  Cases on College Practices

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出版社:蘭臺出版社
書籍原價: 320
優惠價格:288 
語言:英文
裝訂:平裝
出版時間: 2012年3月12日
ISBN:978-986-6231-36-0
人氣:

-作者介紹

Author Lo-Chih Shen (Roscoe)

Assistant Professor , Dept. of International and Mainland China Affairs, National Quemoy University

Ph.D., Philosophy Educati

University of Idaho, Moscow, ID, USA

 

Author Zheng-Wei Lin (Angus)

Assistant Professor , Dept. of International and Mainland China Affairs, National Quemoy University

Director of General Education Center , National Quemoy University

Ph.D., Philosophy of Law

National Chengchi University, Taiwan

-序

ABSTRACT

E-learning has risen to prominence in higher education because of advances in information technologies. There has been a pervasive increase in the use of e-learning in higher education. The purpose of this research was to study students’ perceptions of integrating online components into an undergraduate business course and to study those perceptions in relation to academic achievement. The two research questions were: What are the dominant factors that affect students’ academic performance in online learning environments that are coupled with traditional learning? and, What are students’ perceptions of online learning components within a traditional, classroom-delivered course? Factors related to students’ perceptions and to academic achievement were also identified and examined.

Research was conducted in two courses, Fundamentals of Credit Analysis and Risk Management, and Corporate Estate Management at Feng Chia University (FCU) of Taiwan. The questionnaire used to study perceptions consisted of 31 items within five sections: (a) Experience with Technologies, (b) Use of E-learning Environment, (c) Self-paced Learning, (d) Benefits of E-learning, and, (e) Satisfaction with E-learning.

With respect to achievement, students served as their own controls, and a pre-assessment and post assessment was conducted on achievement. With respect to student perceptions, the questionnaire itself was used. Data collected in this study was also used to conduct a factor analysis that was used to identify potential factors for future study.

There was only slight evidence of student achievement gains resulting from the e-learning components. Following the factor analysis, the new factors were analyzed and were positively correlated with student achievement. Analysis of student perceptions indicated that students were mostly satisfied with many of the elements of e-learning, and found it useful for their study. However, there were areas of technology that the students rated more poorly, suggesting that instructors and universities need to be careful in the features of the system they are using, in the quality of the materials that they provide to students, in training provided to students, and in collaboration of instructors with support services such as libraries. The findings also showed that instructor and peer interactions are very important in an e-learning environment. Future studies are encouraged that explore measurement instruments and technological and pedagogical aspects of e-learning in higher education.

-目錄

TABLE OF CONTENTS

 

SEQUENCE 4

ABSTRACT 6

ACKNOWLEDGMENTS 8

TABLE OF CONTENTS 10

LIST OF TABLES 14

LIST OF FIGURES 17

 

CHAPTER ONE:INTRODUCTION 19

Characteristics of E-learning 22

Need for the Study 25

Purpose of the Study 25

Research Questions 26

Conceptual Framework 27

Research Design 28

Delimitations 29

Assumptions and Limitations 31

Definition of Terms 31

E-learning 31

Synchronous Activities 31

Asynchronous Activities 31

Traditional Learning Environment 32

Online Learning 32

Internet 32

Significance 33

Summary 33

 

CHAPTER TWO:LITERATURE REVIEW 35

E-learning in Higher Education 37

What E-learning Is 42

Advantages and Disadvantages of E-learning 44

The Place of E-learning in the Pedagogical Context 47

The Place of E-learning in Instructional Design and Theory 49

Design and Implementation of E-learning 51

Assessment and Evaluation of E-learning 56

Issue: Accreditation of E-learning 64

Challenges and Opportunities 69

Summary 72

 

CHAPTER THREE:DESIGN OF THE STUDY 75

Research Questions 76

Procedures 77

Data Analysis 78

Experimental Setting and Sample 79

Instrumentation 81

Summary 82

 

CHAPTER FOUR :ANALYSIS AND RESULTS 83

Organization and Analyses for this Study 84

Student Characteristics and Course Enrollments 84

The Questionnaire 86

Factor Analysis of Items in the Scale 88

Correlation Analysis 95

Reliability After the factor Analysis 95

Results for Research Question One 96

Effect Size Analysis Using Rotated Factors 98

Results for Research Question Two 114

Summary 120

 

CHAPTER FIVE:FINDINGS, DISCUSSION AND RECOMMENDATIONS 123

Introduction 123

Data Summary for Research Questions 123

Research Question One 123

Research Question Two 127

Summary of Findings, Discussion and Recommendations 129

Student Achievement 129

Student Perceptions 130

Discussion 137

Implications of Findings 137

Online Instruction in Traditional Courses 137

Training for Students in Use of Online Resources 138

Establish Collaboration for Instruction 139

Increased Human Interactions in Online Assignments 139

The Need for Blended Learning in Instruction 140

Recommendations for Future Study 141

Experimental Design 141

Metrics in E-Learning Research 141

Pedagogy and E-learning 142

Summary 143

 

REFERENCESR 145

APPENDIXES 157

Appendix A:Questionnaire (English Version) 158

Appendix B:Chinese Survey (Initial Translation) 165

Appendix C:Approval of Human Assurance Committee 169

Appendix D:Questionnaire Items with High Student Ratings 170
 

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