| Summary: | 碩士 === 輔仁大學 === 資訊管理學系 === 90 === The Information Technology (IT) is becoming more and more mature. It also makes e-Learning more and more popular in the higher education. In this paper, I propose a practical distance learning architecture that can be implemented by information technology.
Next, I organize several factors that will affect students’ learning effectiveness and learning satisfaction in my research model. I conduct a survey to collect data. In this research, I conduct a survey in three different learning modes including conventional learning, e-Learning, and distance learning modes. The results of this research are briefly described in the following paragraphs.
Firstly, I use four factors to evaluate learning effectiveness including instruction understanding, cognitive skills, contents delivery, and improvement of learner’s skills. Secondly, I use four factors to evaluate students’ learning satisfaction too. These factors are learning interest, instruction representation, peer interpersonal relationship, and teacher-student interaction.
The experimental results show that students can obtain the well instruction understanding in conventional learning mode than other modes. Studying in this mode they can also develop new skills that are not learning from the course. Students feel the contents delivery in e-Learning and conventional learning modes are more effectiveness than another one in contents delivery factor.
The result also show that there is no significant difference in learning interest among three learning modes. Students are more satisfied with the peer interpersonal relationship and teacher-student interaction in conventional learning mode than those in other two learning modes. Students are more satisfied with the instruction representation in conventional learning than that in distance learning mode. Finally, there is no significant difference between conventional and e-Learning modes.
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