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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. 282
稻江學報第五卷第一期 Results In this research, 150 surveys were distributed to participants who were over age 60, and 77 returned. As Shown in from Table 1, the results of the ANOVA for age, educational background, and marital status presented the information that there was no statistically significant difference regarding to students’ satisfaction. The results of the ANOVA for gender presented the information that there was statistically significant difference between female and male regarding to students’ satisfaction (F= 7.721, p= .007). The results indicated all the mean scores of different demographic characteristics were above the average mean score (Mean = 2.5). Female were more positive attitude of the Web-based learning environment. On other hand, most elder learners who have various demographic characteristics indicated that they satisfied with the e-learning courses involved the Web 2.0 tools. Table 1. ANOVA Comparisons of Overall Satisfaction According to Age Groups Descriptive Statistics ANOVA Age N Mean SD Sources Sum of Squares df Mean square F p 60-64 41 3.4 .7 Between Groups .292 2 .146 .297 .744 65-69 18 3.5 .6 Within Groups 36.403 74 .492 More than 70 18 3.4 .8 Total 36.695 76 ANOVA Comparisons of Overall Satisfaction According to Gender Descriptive Statistics ANOVA Gender N Mean SD Sources Sum of Squares df Mean square F p Female 50 3.6 .7 Between Groups 3.425 1 3.425 7.721 .007 Male 27 3.1 .7 Within Groups 33.270 75 .444 Total 36.695 76 ANOVA Comparisons of Overall Satisfaction According to Marital Status Descriptive Statistics ANOVA Marital Status N Mean SD Sources Sum of Squares df Mean square F p Married 55 3.5 .7 Between Groups 0.690 1 .690 1.437 .234 Single 22 3.3 .8 Within Groups 36.005 75 .480 Total 36.695 76 283
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