In the coming 21st century, the real winners are those who make the most of the resources in learning new skills or ideas. In addition to classroom, you can study anywhere and anyplace as long as you are willing to (broadcasting, TV, computer, internet, etc). In my study, I examine the study through the internet and its effectiveness in relation to characteristics, strategies, and attitude toward learning through computers. The initial sample included volunteers from different ranks of companies in Tainan and Kaoshoung areas which participated in Employment and Vocational Training Administration. The courses the participants took were entry-level management, intermediate management, advanced management, and decision management, Each subject was composed of the following contents. 1.main theme 2.case study 3.comment 4.analysis 5.theory 6.practice. At the end of each course was the evaluation. Participants were also welcomed to log on to discuss area their opinions, enhancing interaction among teachers and students. The research results are based on the questionnaire fill out by participants. The statistics methods applied are descriptive statistics and one-way ANOVA. The results show that: (1)Participants¡¦ characteristics in relation to attitude toward computer and learning strategy; the research shows that the participants¡¦ seniority bears no consequences in attitude toward computer. However, the participants¡¦ education and position indicates variances in attitude toward computer. On the other hand, Participants¡¦ seniority, education and position show differences in learning strategy. (2)Participants¡¦ strategies in relation to effectiveness of the learning strategy; the research shows that the participants¡¦ strategies bear positive relation in both satisfaction of the learning and overcoming obstacles during the process. (3)Participants¡¦ attitude toward computer in relation to effectiveness in learning; the research shows that the participants¡¦ attitude toward computer bear positive relation in both satisfaction of the learning and overcoming obstacles during the process. The research also shows that: The reasons why the participants did not join the discussion are: 1.lack of time 2.typing too slow 3.no idea of how to discuss 4.afraid to discuss 5.afraid of being challenged. The reasons why the participants did not take the test are: 1.inconvenience in attending the class 2.afraid of failure 3.no request from the company they work for 4.mistake in operating the computer 5.no motivation. Failure to attend the test shows no relation in age, education, position and seniority. Finally, we provide advises to the corporations and other researchers who are interested in the subject.

This study aimed to explore the effects of instructional methods in the asynchronous web-based &ldquo / Science and Math Teaching Methods Course&rdquo / on pre-service teachers&rsquo / achievement, metacognition, and attitudes towards computer, WWW, and the web-based course. It was conducted with two groups, total of 63 third grade pre-service teachers, and one instructor (the researcher), in the Elementary Education Department at Bosphorus University in the academic year of 2003-2004. The Instructor used `Direct Instruction` method based on behaviorist approach for one group, and `Indirect Instruction` method based on constructivist approach for the other one. The general metacognition questionnaire and, attitude scales for the computer and WWW were given as pretests, and after a fourteen-week treatment period they were given as posttests to both groups. Additionally, in the middle of the semester a midterm exam, and at the end of the semester a final exam, and attitudes towards web-based course scale were administered. Thus, the effectiveness of the two different instructional methods was compared. The data obtained were analyzed by statistical techniques of multivariate analyses of covariance. Results of the statistical analyses indicated that the group exposed to the web-based indirect instruction had significantly higher achievement on the final exam than the one exposed to the web based direct instruction. On the other hand, the group exposed to the web based direct instruction had significantly higher attitudes towards web-based course than the one exposed to the web-based indirect instruction. However, the statistical analyses failed to show any significant differences between the groups on the midterm exam, metacognition, and, attitudes towards computer and WWW.