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稻 江 學 報 第 五 卷 第 一 期
Table 1. (continued) ANOVA Comparisons of Overall Satisfaction According to Education Level
Descriptive Statistics
ANOVA
Education Level N Mean SD Sources Sum of Squares df Mean square F p
Senior High 16 3.5 .9 Between Groups .473 2 .237 .484 .619
Vocational school 36 3.4 .7 Within Groups 36.221 74 .489
College 25 3.5 .6 Total 36.695 76
Conclusion
In refer to the results, the information indicated the most elder learners can take advantage the Web-based
courses, and received good satisfaction for the learning activities involved Web 2.0 technology. As a positive
outgrowth of technology, designers have many different opportunities to use Web 2.0 technology for their
instructional activities. Web 2.0 makes possible development of an e-learning activities plan that includes three
important educational factors for learning efficiency: interaction, participation, and collaboration for older adults’
learning. E-learning systems have become more and more popular and many adaptive learning environments have
been proposed to offer elder learners customized courses which consider their aptitudes and learning outcomes
(Tseng, et al., 2007).
Moreover, Web 2.0 enables older adults who are willing to contribute their time and thinking to the
development of knowledge, together, in the learning communities. An instructor can utilize different kinds of
teaching tools that are related to Web 2.0 in order to motivate elder students’ learning interests. A successful
educational result rarely occurs for reluctant students; using Web 2.0 technology may overcome this resistance and
can make teaching more fun and learning more interesting.
Reference
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