Development of e-learning Readiness Indicators for College Students in Higher Education

• Main Authors: Mei-Lan Huang, 黃美蘭
• Other Authors: Hsin-Yih, Shyu
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/94808963919164437723

碩士 === 淡江大學 === 教育科技學系碩士班 === 96 === The advancement of digital technology has brought us a new era that people translate and acquire information as well as communicate with each other are all based on digital media and technology. Nowadays, learners’ e-learning Readiness becomes a topic for discussion. The main purpose of this study was to develop college students’ e-learning readiness indicators. This research methods used in this study were literature review, interviewing and questionnaire. First, the indicators of the college students’ e-learning readiness had been analyzed by way of literature review. Next, ten experts, specialized in e-learning experienced in e-learning instruction, and e-tutors, and e-learner were interviewed. The questionnaires were given to sixty-five college students who had e-learning experiences in higher education. Based on this study, the results five indicators for e-learning readiness were developed as follows: (1) ability to learning control (2) learning attitude (3) learning pattern (4) computer equipment and operating capacity (5) cooperation and communication skills. On the pilot study, the most two higher scores of indicators were (4) and (5), the lowest score of indicators is (2) According to the results of pilot study, some indicators were modified and renamed, and the diagnostic feedbacks were revised. This study develops indicators of college students’ e-learning Readiness in Higher Education. For the students, through a questionnaire on the assessment results and diagnostic feedback, students can prepae themself to e-learning. For the teachers, then, they can assess students’ e-learning readiness, on teaching and curriculum planning. For the design of teaching materials and course developers, the indicators and feedback are considered as helpful guidelines for instructional design and development.