Thesis (Ph. D.)--University of Pennsylvania, 1935. / Bibliography: p. 106-109.

Abstract Since the establishment of World Wide Web in 1989, the life cycle of knowledge has been greatly shortened, which forces people to be more efficient in the creation, value-adding, update, exchange and use of knowledge. Thus, how to ¡§digitalize¡¨ and ¡§itemize¡¨ knowledge and the learning contents to form a more efficient knowledge cycle has become a crucial concern for one¡¦s competitiveness. Facing the new era of high-speed info, the traditional teaching approach has failed to meet the requirements of the ever-changing learning environment. Therefore, both the design and method of teaching should be changed in a great way in order to keep up with the ongoing development of the entire environment. We have to re-evaluate both the advantages and disadvantages of the Internet¡¦s influences on teaching, and develop a corresponding design module and assessment method, instead of merely digitalizing the traditional teaching materials, or just leaving it alone. If the learning contents could achieve the goal of being Reusable, Accessible, Durable, Interoperable and Adaptable, 50 ~ 80% of expense on developing new teaching materials will be saved. As a result, the main emphasis of this study lies on developing an Object-based E-learning Instructional Design Model which is adaptable to the itemization of conceptual learning. It will discuss the feasibility and effect of employing different multi-media and Example & Enquiry Strategy in the design of Internet Teaching Material Design. This study utilized Teaching Experiment Design, Pre- and Post- experiment, questionnaire assessment in gathering necessary information, which is concluded as below: 1. Teaching materials designed according to the Object-based E-learning Instructional Design Model is easier to understand, interest-provoking, and is adaptable to changes made along side with current events. 2. No significant difference shows among different media platforms of teaching materials generated under Object-based E-learning Instructional Design Model. 3. The ¡§simulation¡¨ method in ¡§Example & Enquiry Strategy¡¨ performed better effect than ¡§instructional games¡¨on the ¡§satisfaction of example & enquiry¡¨. Those who had experienced interaction and enquiry strategy have better learning grades than those who had not. 4.Personal traits and contents of teaching materials have remarkable interference with the learning effect of Object-based E-learning Materials. Keywords¡GObject-based¡BE-learning¡BInstructional Design¡BConceptual Learning¡BTeaching Achievement