Tastle, W., White, B., Shackleton, P.(2005)E-Learning in higher education:

the challenge, effort, and return on investmentInternational Journal on ELearning ,4(2) , 241-251

指導教授 :陳明溥學生 :張庭禎

摘要• Surveys 103 academics from the USA and Australia to

determine the motivations for designing and creating e-courses.

• the overwhelming majority of academy have created only one or two e-courses

• almost 20% of the respondents are neutral in their overall satisfaction with the e-course experience

• 71 percent of respondents spent more time teaching an e-course than a traditional course

• 89% report that preparing an e-course takes more time that preparing a traditional course.

• The survey concludes that students appear to learn only slightly more in an e-course than in a traditional one

Introduction • Academics are producing e-courses either as stand-alone

courses, supplements to existing courses, or to enhance aspects of traditional courses

• The motivation to produce these courses is sometimes due to outside pressures from department chairs or deans

• But in many situations it is a self-initiated desire to add a component to an existing course, regardless if it is traditional or non-traditional, using electronic technology.

• The study sought to determine the problems of e-course development, and the intrinsic and extrinsic rewards from their implementation.

Definition of E-learning • Delivery of educational content via any

electronic media, including the Internet, intranets, extranets, satellite broadcast, audio/video tape, interactive TV, CD-Rom, interactive CDs, and computer-based training.

• Generally, materials are typically browser based and online learning occurs via the Internet

E-Learning Attributes

• E-learning can be distinguished by five basic attributes (Rich, 2001): – It is Web-based– A virtual classroom– Personalized curricula– Various learning experiences– Has measurable results

E-Learning Attributes

• Above slide attributes focus primarily on training avenues available to academics, employers and business leaders

• new trends are focusing on training customers and/or suppliers of products produced by companies.

• these attributes are consistent with effective classroom instruction, even if not held in the classroom.

文獻探討• E-learning used by corporations to date has been focused on e

ducation in information technology, computer systems, and software (Gilbert & Jones, 2001)

• E-learning currently used by corporations aims to train new and current employees on how to use the computer and Internet more efficiently by understanding how it works and how to use programs and software, such as the Microsoft Office products (Singh, 2001)

• However, e-learning is moving in the direction of providing an environment that facilitates broad based content creation, sharing, reuse, and distribution (Singh, 2001).

• "soft skills" (management, leadership, writing, and strategic thinking) are emerging as the current and immediate future direction for e-learning (Koprowski, 2000).

STUDY

• Types of e-Courses Developed

• Student Characteristics

• Compensation

• e-Course Satisfaction

• Teaching an e-Course and Preparation

• Student Interaction

• Personal Faculty Experiences/Conclusions