How Digital Multimedia on Teaching to Enhance Student Performance--Case of Online Test Advanced System

• Main Authors: Wen-Te Wu, 吳文德
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/09187827318064037391

碩士 === 世新大學 === 資訊管理學研究所(含碩專班) === 98 === 　　The advancement in information technology and the Internet has significantly changed “teaching” and “learning” models. In this era with rapid transformations, conventional classroom instructions are no longer able to satisfy learners’ needs and cannot ensure significant learning effectiveness either. In face of environmental changes, teachers should adjust their teaching materials and methods so as to integrate media into instructions. How to make use of instructional media to enhance teaching and learning effectiveness, enhance learners’ learning motivation, reduce learning gaps, reinforce plurality of instructional activities, and enrich instructional resources and contents to meet the needs in this era is really worth investigating. 　　This study adopted the quasi-experimental method to compare the effects of conventional didactic instructional method and blended e-learning method on the learning effectiveness of students preparing for the examinations of Industrial & Electronic Technician Certificate （Class C） and Digital Electronic Technician Certificate （Class B）. An online test system was developed to observe the effects of digital aided instructions. Learners’ learning characteristic was set as a dependent variable to explore factors affecting learning effectiveness. Results showed that students preparing for the examination of Digital Electronic Technician Certificate （Class B） had an increase in their average academic score from 57 to 76 and their pass rate from 66% to 87.5% after adopting the blended e-learning method. Their pass rate was significantly higher than the national average, 35%. Besides, students preparing for the examination of Industrial & Electronic Technician Certificate （Class C） enjoyed a rise of their average academic score from 83.5 to 87.8 and their pass rate from 90% to 97.8%. Compared with the average score and pass rate of the most recent three years, 71.85 and 88% respectively, they really showed significantly improved learning effectiveness. 　　In terms of the two instructional methods’ effects on learning satisfaction, the “computer self-efficacy” and “self-regulated learning: self monitoring and planning” of the blended e-learning method had positive effects on “learning interest” and “satisfaction with instructional contents” and negative effects on “computer anxiety”; the “self-regulated learning: self reinforcement and insistence” of conventional didactic instructional method had positive effects on “learning interest” and “satisfaction with instructional contents”. Therefore, learning characteristic, examination result, and learning satisfaction are significantly associated with instructional methods. This revealed that learners have adequate capabilities to use computers and the Internet and do not refuse to learn in a computer-based or Internet-based environment. 　　The above conclusions could be a reference for teachers on implementation of e-learning or design of e-learning courses. They could help enhance learners’ confidence and the overall teaching performance of the school.