指導教授：陳明溥 報 告 者：余志鴻

1. Effectiveness of Web-based learning opportunities in a competency-based program 指導教授：陳明溥 報 告 者：余志鴻 Jiang, M., Parent, S., & Eastmond, D. (2006). Effectiveness of web-based learning opportunities in a competency-based program. International Journal on ELearning, 5(3), 353-360.

2. 實驗對象 • 130名選修the Master of Arts in Learning and Technology的學生 • 成人學生(大多為K-12 teachers) • 在課程一開始先給每個learner一個教學問題，作為學習成果的評量。 • 透過課程的學習，design, development 教學單元解決教學問題

3. 問題 • What types of learning opportunities have proved successful for competence-based online learning. • What supporting methods have worked well for our students learning at a distance • Are all types of learning opportunities appropriate at different stages of the program • What strategies have we used for selecting and designing learning materials

4. 實驗觀點 • Constructivist Learning Environment • The problem derives learning • Students learn domain content in order to solve the problem, rather than solving the problem as an application of learning. • Principle of Practices • 強調學生與線上教師間的互動

5. 實驗觀點 • Learning Orientation • Conforming learner~ 偏好 highly-structured 學習環境 • Performing learner~只針對所重視的具有 self-motivated and self-directed , 一般而言仰賴 external support • Transforming learner~ highly self-motivated and independent and thus are likely to be successful online learner

6. 研究結果 • Lesson learned • Student-instructor interaction • Students’ satisfaction online was significantly related to the amount of student-instructor interaction • 教師扮演線上互動的引導者 • 在24小時內回應學生問題(max 48hr) • 提供建構式的回饋 • Project-based vs. quiz-based learning environment • 若線上課程僅強調章節內容的閱讀&問題無法引導如何作專案 • 專案完成度50% • 若線上課程為專案導向&學習的進行之中分階段繳交專案進度 • 專案完成度85%

7. 研究結果 • Lesson learned • Independent study vs. instructor-led learning opportunities • Independent study • 專案完成度50% • instructor-led learning • 專案完成度over 90% • Learning Orientation Questionnaire (LOQ，學習取向量表) • 65%-performing learner • 28%-transforming learner • 7%-conforming learner

8. 研究結果 • Key to students’ success in online learning opportunities • Different modes of learning opportunities at different stages of program • 初學階段在結構化課程學習效果好 • Instructor-ld courses with intensive student-instructor interaction • 可從事於more loosely structured study • Supporting methods • Email & Phone conferencing • Cohort groups • 前導基礎課程-學習平台操作、communication tool、manage their time、use online library service • 有較好的專案完成績效、進展快速

9. 研究結果 • Key to students’ success in online learning opportunities • Web-based modules • Web-based self-study modules • Daily email & monthly phone calls • Focus on guiding students in developing their project with step-by-step guiding questions, model samples and section-by-section sample analysis • Modeling and scaffolding by using samples and project templates • 利用範例的提供幫助學生釐清觀點，對於學生是很有幫助的

10. 結論 • Problem-based course with intensive student-instructor interaction were more conducive for our competency-based online distance learners, especially in the early stages of their programs • Web-based modules that provide substantial coaching and scaffolding, supported by phone conferences and timely email responses are as effective once students have gained greater confidence and independence • Sample projects and templates provide necessary and important modes and scaffolding for competency-based distance online learners to reach the required competencies

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