| Summary: | 碩士 === 輔仁大學 === 資訊管理學系 === 97 === In recent years, a growing number of higher education institutions have adopted asynchronous and synchronous web-based learning platforms to improve students’ learning efficiency and increase learning satisfaction. Unlike traditional face-to-face learning methods, e-learning platforms allow teachers to communicate with students and discuss course content anytime-anywhere. A great deal of effort has been expended on setting up information-based teaching platforms to ensure that teaching materials can be fully reused, and also to create or reuse learning objects. To understand how students actually use e-learning platforms and what the implications are, we conduct an empirical study of the iCan e-learning platform, which has been widely used in Fu-Jen Catholic University since 2005. We use the Analytic Hierarchy Process (AHP), a well-known multi-criteria evaluation approach, to compare five practices, i.e. functions of the iCan teaching platform. We adopted brainstorming approach to design a questionnaire of learners' perception of the e-learning platform based on the theory of knowledge transforming process in Knowledge Management. Accordingly, the model considers functioning and objectivity in terms of the following three attributes of learning effectiveness: individual learning, group sharing and learning performance. Twelve criteria with twelve evaluation items are used to investigate the effectiveness of the five practices. We also evaluate the strengths and weaknesses of the functions based on different types of courses. Additionally, we design an auxiliary questionnaire to determine users’ perceptions after they have used specific functions of the iCan platform. We expect that the empirical evaluation results will provide teachers with suggestions and guidelines for using the e-learning platform effectively to facilitate their teaching activities, and promote students’ learning efficiency and satisfaction.
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