目錄 - ç ”ç©¶ç™¼å±•è™• - 稻江科技暨管理學院

稻 江 學 報 第 五 卷 第 一 期
Figure 3. Google Docs Interface.
Moreover, Google Docs benefit some older adult learners who may not think as nimbly as other classmates,
thereby avoiding the difficulty of slower learners easily falling behind during conventional class discussions.
Blog
Other instructional strategies related to Web 2.0 are also effective for achieving student understanding of the
subjects they study in their classes. The blog is a very popular web application program in many different countries.
For example, in Asian countries, such as Japan, Korea, and Taiwan, most school students have already configured
their own personal blogs and the blog program represents a significant event in their social activities. Paquet (2003)
refers to the term “blog,” initiated by Barger in 1997, as “a log of the web” — or Weblog. Duffy (2007, p.4)
suggested that putting it “in its simplest form it is a website with dated entries, presented in reverse chronological
order and published on the Internet.” The blog is an effective method to make students familiar with their educators.
Instructors can write contents related to their everyday lives and post pictures, and also recommend short films that
are of benefit to learners. In addition, blog can attract learners’ attentions and create positive relationships among
instructors and learners.
Within the structure of a blog, students can demonstrate critical thinking, take creative risks, and make use of
language and design elements. In doing so, the students acquire creative, critical, communicative, and collaborative
skills that may be useful to them in both scholarly and professional contexts (Duffy & Bruns, 2006).
Methodology
Moore and Kearsley (1996) mentioned that students often continue choosing distance learning courses after
they successfully finish one on-line course and are satisfied. Hence, the research investigated older adults’
satisfaction with Web-based learning courses at a continue learning institute which involved Web 2.0 collaborative
learning environment, Blackboard system. Participants were over age 60. The purpose of this study was to identify
perceived variables related to older adult learners’ satisfaction with Web-based learning courses which adopted Web
2.0 technology. The research used a survey questionnaire to collect data from older adult learners via interview. In the
first part of this questionnaire, the research developed four scales: age, marital status, educational background, and
gender. These demographic characteristics can be explanatory variables in the regression analysis.
In the second part of the survey, the study adopted the distance learning survey developed which included 21
items to examine elder learners who are involved in Web-based courses. The survey was developed based on distance
learners’ perception of distance learning environment theory. In this study, the researcher analyzed the collected and
coded data by using the Statistical Package Social Sciences (SPSS) for windows software application. ANOVA and
Pearson correlation coefficient analysis were used to examine the data.
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