| Summary: | 碩士 === 國立臺灣師範大學 === 工業科技教育研究所 === 90 === The purpose of this study was to investigate the important issues of assessing the learning performance for corporate on-line learning. It included the status, components, factors affecting the design and meta-evaluation of assessing learning performance for corporate on-line learning. A qualitative method of case study with in-depth interviews was employed to collect the data. Six professionals of on-line learning in various companies were interviewed. The author then converted the recorded tapes into Word files. The main concepts of the files were extracted following a preset data analysis procedure. The findings and conclusions were made based on the analyzed data.
The conclusions are as the followings:
1.The status of using on-line learning systems is still in its infancy stage.
2.The components of an on-line learning system consist of a platform and on-line courses.
3.The operational team in charge of the maintenance and operation of the system. Meanwhile, the learners, instructors and HR staff are the major participants of an on- line learning system.
4.The learners usually are able to access the on-line learning system at anytime but only in the specific places designated by the company for the reasons of system security.
5.An on-line learning system can serve as a knowledge management system for the corporate knowledge management.
6.The way a leaner using an on-line learning system is one of the main sources of barriers in promoting on-line learning.
7.The purposes of learning evaluation are three-fold: helping the learner to learn, auditing the training event and improving the training program.
8.The approaches of assessing on-line learning performances comprise of on-line questionnaire, on-line test, homework, discussing area, comments area, article sharing, learning process record, and on-line synchronic meeting.
9.The timing of evaluation maybe during or after the on-line learning session.
10.The three basic principles in conducting evaluation are based on the philosophy of the instructor, the supporting
functions provided by the system platform and applying
evaluation methods elastically.
11.The dimensions of evaluation feedback are audience, channel
and applications of evaluation results.
12.The difficulties of employing on-line evaluation come from
lack of budget, busy learners and the tendency of answering
questions of learners.
13.The factors that affect the choice of evaluation methods
are type of course, instructional strategies, how easy to
use the evaluation tool, background of the learner and
decisions made by evaluation designer or evaluator.
14.The cost will affect the timing of evaluation.
15.The companies tend not to be concerning about the fairness
and cheating of on-line evaluation.
16.The design of on-line and off-line evaluations is different.
17.Meta-evaluation of an on-line evaluation is usually done by
HR staff or the instructor.
18.The timing of a meta-evaluation maybe during or after the
on-line learning evaluation.
19.The focuses of meta-evaluation are confirming the quality
of results of the on-line learning evaluation, adding pre-
tests, expanding question bank and verifying its validity,
simplifying the evaluation process and changing the
perspectives of the company toward the on-line learning
evaluation.
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