The purposes of this research are to development an e-Learning course based on the ¡§Moodle¡¨ learning management system, to discuss the possible strategies to combine teaching with e-Learning management system and to assess the learning effects from students after the teachers using e-Learning center as a teaching material. By learning these things, we hope to increase students¡¦ e-Learning interests and also to promote the instruct quality. This research uses¡¨ ADDIE¡¨ instructional systems design to design the ¡§Internet Literacy¡¨ and uses students from the fourth grade for our experiment to practice our seven weeks online courses. Moreover, we use the evaluations from professional teachers and students as a basis for revising our courses. The research result shows:
1. The first step to develop the e-Learning course is to analyze the learners¡¦ learning background and the learning contents of the courses. According to the learning background from the learners, we find out that though most students use internet very often, but they lack the learning experience of e-Learning courses. Thus, designers for e-Learning courses should focus more on learning service supports and the management of learning community. After analyzing the information education teaching materials for learners, we found out: The teaching material for current phase focuses more on cognitive teaching and skills simulation and it lacks the information for internet etiquette, internet safety interaction and internet information application; thus, it is a necessity to implementation ¡§Internet Literacy¡¨.
2. The design phase of ¡§Internet Literacy¡¨, designs for teaching doing assessment tools, designs for teaching strategies, plans for learning processes and plans for the learning community¡¦s managrment . Teachers need to edit and choose the e-Learning materials, and set-up an e-Learning management system and have the assessment of courses for the development phase for ¡§Internet Literacy¡¨. While designing e-Learning courses, teachers¡¦ workloads are heavier than the traditional way of teaching; however, it is more effective and more flexible while using the multimedia hyperlink, on-line tests, and discussion boards on¡¨ Moodle¡¨ learning management system .
3.The implementation phase of ¡§Internet Literacy¡¨:Teachers can handle students¡¦ individual learning progress and provide help for the students accordingly and it helps students to increase learning interests and it is more effective. Moreover, teachers can use the billboards, chat rooms and votes which are more interactive activities from the e-Learning center to increase students¡¦ interests on discussing internet-related topics and to help students exchanging their opinions, ideas and their feelings.
4. The assessment phase of ¡§Internet Literacy¡¨: By using online transcripts, online learning progresses and learning feedbacks, we know that this course is approved by most students. Additionally, students can reach their cognitive learning goals and skills after students take the learning tasks of Internet Literacy. However, it takes more time and more observations for emotional and attitude parts. The face-to-face teaching times are too less for this research project; thus, it is hard to understand whether the students¡¦ internet literacy has promote or not.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0909109-114537 |
| Date | 09 September 2009 |
| Creators | Chuang, Li-Jung |
| Contributors | Pei-Yi, Chou, Shu-Ching, Yang, Ming-Chang, Jeng |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0909109-114537 |
| Rights | not_available, Copyright information available at source archive |
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