A Q methodology study on teachers’ subjective view of e-learning critical success factors.

• Main Authors: Chung-Yi Cho, 卓忠毅
• Other Authors: 吳錦波
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/37856626336218567691

碩士 === 淡江大學 === 資訊管理學系碩士班 === 98 === Thanks to the technology advancement and the rapid growth of internet, people have changed their methods of learning. Students can learn through internet in any time without time and locational limitation by taking e-learning courses. Therefore, this study uses Q methodology as the main research method, reviewing the relevant literature of e-learning critical success factors, developing 34 Q statements. The main intention of this study is to investigate teachers’ subjective view of e-learning critical success factors. The research result shows that nine teachers can be separated by three categories: Type one’s teachers focus on the ways of course materials displayed; In order to inspire students’ motivation for learning, they think course materials must be displayed in an animation way. In addition to the attractive course content, they also keep an eye on the interaction between students and teachers. Teachers not only can know the students’ learning outcome but also can adjust the course content by interacting with students frequently. Type two’s teachers focus on the course content; they consider that well-designed course content can make e-learning courses success. Therefore, they emphasize the delicacy course content and design relevant discussing questions. After students finished the course content, they can answer the discussing questions and understand how well they absorb the knowledge of course materials. Type three’s teachers focus on the steadiness of learning platform and ease of use. Thanks to all of teaching activities conduct on the learning platform; they think stability is very important for providing great learning environment. Moreover, learning platform also must be ease of use. It can decrease the negative effects of learning outcome.