In the twenty century multimedia entertainment is more and more proportion in the human life and internet is more covenient to communicate and easier to change information. Video and audio compression technology are promote rapidly to drive people enjoying multimedia contents by using internet. However, the main three software factory provide high price of multimedia streaming technology and they have each patents on their multimedia streaming technology. From MP3 encoding technology view, it is used efficient to compress music data and let it be in trade of data size and high quality. MP3 file format is much appropriate to apply using many kinds based on streaming music applications. The technique in my paper, first I analysis MP3 encoding and deconding algorithm. Then I apply it in transferring streaming music by using reliable TCP/IP communication protocol to make multi-user and multi-channel music-on-demand system. By using Java server side technology, I make a web-based manager and user interface system and finally make the implementation of linux-based MP3 music-on-demand system.

This research was made for trying to understand how English Christian websites using the features of web-based communication effectiveness, and gave some advice for building Christian websites in the future.The contraction process of web-based communication effectiveness indexes used literature review and content analysis. Those indexes were revised by reexamining the modern situation of websites. Five aspects of indexes were ¡§usability design¡¨, ¡§useful information¡¨, ¡§two-way communication¡¨, ¡§recreation¡¨, and ¡§information collection¡¨. 31 indexes were developed by 5 aspects. The samples separated into two groups: Online-religion websites and Religion-online websites. It examined if any different performance of accepting web-based communication effectiveness between these two types of websites. The result was not distinctly different. According to this consequence, this research suggests that revise the definition of two types of religious website is necessary. The advice for how to use web-based communication effectiveness were: (1) take use of web-PR effectiveness, ¡§Push & Pull¡¨, (2) establish online religious community, (3) emerge Online-religion websites and e-platform, (4) consideration of charging fee or service for free, (5) design the website for its user. The website decision makers could use those suggestions to rethink how to make the best use of web-based communication effectiveness.

In recent years, E-learning has become more and more popular, and reflection is one of the most important factors that affect learning. Therefore, the issue on how to motivate learners to reflect on web-based learning is worth discussing. Our study use high level prompts and peer assessment to investigate how these two factors influence learners¡¦ reflection level, reflection attitude, and reflection intention. 157 college students were asked to use the system designed in this research, and the experimental learning subject was biology. Fourteen learning situations are presented in this research according to the difference of high level prompts (giving/not giving prompts), peer assessment (no peer assessment, peer observation, and peer feedback), observation (high quality/low quality observation), feedback (positive/negative feedback). The learners were randomly assigned to one situation. The result showed that giving high level prompts and high quality observation can improve learners¡¦ reflection level. If a learner is only given high quality observation, though not given high level prompts, his reflection level is still equal to the one who is given high level prompts but not given high quality observation. The result also showed that if a learner receives positive feedback, his reflection attitude and reflection intention will be higher than the one who receives negative feedback.

The current trend of learning is towards distant learning. Using distance learners¡¦ learning portfolios recorded by Web Site can help teachers understanding the learning state of students. Teachers can encourage or supervise students through Email based on their different behavior. Eventually, we hope to enhance students¡¦ participation and interest when they are attending distant learning. We develop learning support mechanisms using portfolios in order to help teacher understanding the learning status of students conveniently and easy to apply mechanisms in distant learning environment. Finally, we will assess the effects of mechanisms to prove it can help students positively. The results will drawing in two parts. First, students accepted encouragement and supervision from teachers were enthusiastically than students don¡¦t accepted encouragement and supervision from teachers when attended each unit of test and synchronous conference. Second, according the questionnaire appears both groups of students agreed that teacher should encourage or supervise them according their learning behavior. In a word, students really need help from teacher at the right moment. And our research have proved that distant learning environment need provide convenient mechanisms for teachers.

The purposes of this study are: 1.To investigate the effect of web-based English Learning on English teaching 2.To understand the results of practicing the AJET¡¦ Project¡]Advanced Joint English Telecommunication¡^ in Kaohsiung Girls' High School 3.To understand the expectations of the teachers, students and students' parents in the activities of the AJET Project, and 4.To find out the problems in implementing the AJET Project and the ways to solve them. The samples for this study are drawn from the teachers, students and students' parents taking part in the AJET Project in Kaohsiung Girls' High School from 1997.10 to 2002.6. Through careful observations and interviews, the conclusions of this study are as follows: 1.The AJET Project is of much help for the students in learning English because the Project facilitates them to share the living experiences and learning effects with the students of other schools at home and abroad. 2.The students taking part in the AJET Project get many excellent results in the contests held internationally and in the papers contributed to international journals. 3.The teachers participating in the AJET Project also have won the prizes for superb computer application and web-based learning. Despite the the exciting results, there are still many difficulties, such as the program scheduling and the organization of the student participants of the AJET. The teachers of the AJET cannot take part in the Project full time because of being busy in their other routine work and the teaching resources provided by the school are limited. The participant students are divided into so many small learning groups that they cannot be taken good care of. Therefore they have to cooperate with their counterparts of other schools. The students have to spend so much of their time on the regular tests of other subjects that they cannot help themselves from neglecting the AJET. Many students have wrong conceptions of the AJET target. As a result, many students do not devote themselves earnestly to all the activities of the AJET and in the long run some students even abandon the project. The targets of the AJET are not only for students to learn English for the traditional purposes but also to introduce the technique, logic thinking and algorithm of the computer and to train students' leadership. In view of the problems mentioned above, in this study some suggestions are made in the hope that they will be of help for the authorities concerned and all the participants (teachers, students and students' parents) of the AJET.

Service encounter is the core of many service industries. Most researches on service encounter pay attentions to the interpersonal interaction in the past. But in recent years, because of the fast development of technology, especially on the use of information technology, it brings the new turning point in enterprises, and it changes the original interpersonal interaction. College education is a kind of high interpersonal interaction service industry. In recent years, web-based instruction became a trend in college education. Therefore, this study attempt to know the change of learning satisfaction after the technology infusion in service encounters from the student¡¦s point of view. Aimed at the student of traditional and web-based instruction respectively and used critical incidence technique (CIT) to collect and analyze the data, we found the satisfaction/ dissatisfaction sources and compared the difference between technology infusion or not. There were five findings in this study. 1. The satisfaction/dissatisfaction factors were categorized to seven sources. They were ¡§learning environment¡¨, ¡§web-based instruction system¡¨, ¡§instructor¡¨, ¡§ peer relationship¡¨, ¡§course¡¨, ¡§interaction¡¨, ¡§entire performance¡¨. 2. Before the technology infusion, ¡§instructor¡¨ is the critical factor to influence satisfaction with service encounter. The teaching attitude, teaching performance, profession and expression ability of instructors will influence learning satisfaction. 3. After the technology infusion, ¡§web-based instruction system¡¨ is the critical factor to influence satisfaction with service encounter. The design, stability, ease of use, speed of data transmission, flexibility of the web-based instruction system will influence learning satisfaction. 4. Whether the technology infusion or not, we found that the importance of ¡§interaction¡¨ did not decrease. 5. Whether the technology infusion or not, ¡§peer relationship¡¨ is the important source of learning satisfaction.

The purpose of the research is to construct an instruction program about integrating Big6 skills approach with web-based theme learning by using systematic instruction design model to analyze learners¡¦ background, the content of the curriculum, instruction goals and evaluation methods. The researcher designed teaching activities and learning materials based on two topics in science curriculum¡Xclimate and constellation, and furthermore took the teaching action research divided into two sections and three cycles. Through feedback, reflection and correction, the instruction activities in this program has been developed and divided into four sections¡X(1) to lead to theme learning, (2) Big6 research plan, (3) group learning, (4) result exhibition and evaluation. The instruction program was put into practice in one fifth-grade class of elementary school. After the action research, the students with different abilities showed different learning effect. The result that over 90% students said they gained satisfied achievement and over 70% passed the cognitive test in Big6 skills revealed most of the students really learned the content of the instruction program, but a few students needed the teacher and peer groups to provide much more scaffoldings and learning opportunities, especially in defining questions and finding information. After the three- cycle instruction program, the students got the learning abilities as follows-- (1) learning Bid6 systematic thinking model, (2) learning Big6 skill research method, (3) learning how to write theme reports, (4) learning how to present their products, (5) learning evaluation and reflection, (6) improving abilities to apply technology, (7) learning knowledge related to topics, and revealing the self-leading learning style under the influence of Big6 instruction. The web-based instruction environment constructed on ¡§Open network education platform system like Educities¡¨ can reduce the teacher¡¦s pressure on managing web-based instruction. The functions can cope with the need of the web-enhanced instruction, and become the important communication media between teacher and students in students¡¦ active learning section. The characteristic of the internet on multiple communication mechanism without limitation of space and time can expand the effect on active learning.

The purpose of this study was to investigate the ability of the Kolbe A Index to predict learners' attitudes and achievements within a web-based training context. The Index is used to measure the conative capacities of individuals. The Index translates raw scores into four Action Modes: Fact Finder, Follow Thru, Quick Start, and Implementor. A web-based simulation of training on customer service excellence was created containing four modules designed to match the respective learning style of each of the four Action Modes suggested by the Kolbe Corporation. Research questions were as follows. To what extent do the four Kolbe A Index Action Modes predict 1) how well learners will like content formatted to match the learning styles of the four Modes, 2) how well learners will remember content formatted to match the learning styles of the four Modes, and 3) how well the learners will remember the content regardless of the format? Three experts in applications of the Kolbe A Index then validated the simulation. Five other experts, each with a Ph.D. in the social sciences, validated the evaluation of learners' attitudes and achievements. Then a pilot study to collect data for a reliability analysis was conducted. Sixty graduates from an international program in economics in Thailand participated in this study. Data were collected entirely through the Internet and in English. Multiple linear regression analyses with backward stepping method were performed to answer the research questions. Based on the limitations and data analyses of this study, the Kolbe A Index Action Modes did not predict how well learners liked content formatted to match the learning styles of the four Modes, how well learners remembered content formatted to match the learning styles of the four Modes, nor how well the learners remembered the content regardless of the format. More research is needed to explore how the Kolbe A Index Action Modes can be used to predict learners' attitudes and achievements.

As technology has advanced, corporations, government entities, and institutions of higher education have all begun experimenting with online classes and training. In colleges and universities around the world, everything from individual online classes to entire online degree programs are now offered. While many researchers and educators support this trend, many are concerned with whether online education is truly comparable to traditional, live instruction. The goal of this study was to evaluate an online version of a floral design course in comparison to the traditional version of the class. There were 140 students in the sample, including both the online and traditional classes. All were students at Texas A&M University in College Station, Texas. During the spring semester of 2003, the experimental group was enrolled in the online version of the course, while the control group was enrolled in the traditional version of the course. Students in both groups were asked to fill out surveys at the beginning and end of the semester to collect background information and to evaluate the course. Their floral designs were evaluated at the beginning and end of the class in order to measure design skill, and grades earned in the class were also collected at the end of the semester for comparison purposes. Statistically significant differences were noted in class grades, with traditional students outperforming the Web-based students in lecture points, lab points, and overall course grades. No statistically significant differences were noted in terms of student course satisfaction. In addition, students in the traditional class outperformed Web-based students in design skills. Besides class differences in performance, variables such as gender and distance course preparedness seemed to affect the outcome of some measures. Overall, females outperformed males in both classes. In the Web-based class, students found to be more prepared for distance learning courses fared better than students who were not as prepared. These results may indicate that certain students may do better in an online course than others, and it may be possible to screen these students in advance in order to maximize success in the online classroom.

The development of the Internet and the technological advancements in multimedia are some of the breakthroughs the 21st century has witnessed. Innovative ways are being sought for the application of technologies such as the Internet and multimedia, for the development of effective learning methods. The potential for using the Internet in combination with multimedia for teaching and learning is great; we are only beginning to understand and use the advantages it can offer. Web-Based safety training is an innovative self-paced learning aid which provides distinctive advantages over the traditional, instructor-led classroom training. This study provides an in-depth evaluation of Web-based safety training against instructor-led classroom training. The Web-based safety training uses multimedia such as power point slides with text, images and video clips. This study is designed as an experiment to determine the relative improvement in knowledge of woodshop safety when Web-based safety training is used against instructor-led classroom training. An opinion survey is conducted to determine participant’s attitude towards the training methods.