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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 Coombs, K. A. (2007). Building a Library Web Site on the Pillars of Web 2.0. Computers in Libraries, 27(1), 16-19 Dekeyser, S., & Watson, R. (2006). Extending Google Docs to Collaborate on Research Papers. The University of Southern Queens-land, Australia, Retrieved March 06, 2009, from http://www.citeulike.org/user/snyder84/author/Dekeyser Diehl, W. C. (2007). The new social networking technologies: educators get a Second Life. Paper presented at the Twelfth Cambridge Conference on Open and Distance Learning, London, UK. Duffy, P. D., & Bruns, A. (2006). The Use of Blogs, Wikis and RSS in Education: A Conversation of Possibilities. Paper presented at the In Proceedings Online Learning and Teaching Conference 2006, pages pp. 31-38, Brisbane. Duffy, P., (2007). Engaging the YouTube Google-Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning. In: D. Remenyi, ed. 6th European Conference on e-Learning, 4-5 October 2007 Copenhagen. Reading, Academic Conferences Limited, 173-182. 284
稻江學報第五卷第一期 Horzin Report. (2007). NMC. Org “Horzin Report” web page. Retrieved April 4, 2009, from http://www.nmc.org/horizon/ Lagorio, Christine. (2007, January 7). The ultimate distance learning. The New York Times Online. Retrieved March 23, 2009, from http://www.nytimes.com/2007/01/07/education/edlife/07innovation.html Moore, M. G., & Kearsley, G (1996). Distance Education: A systems view. Belmont, CA: Wadsworth. O'Reilly, T. (2005). What is Web 2.0? Retrieved February 09, 2009, from http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html Paquet, S. (2003). Personal knowledge publishing and its uses in research. Knowledge Board, 10. Retrieved February18, 2009, from http://www.knowledgeboard.com/item/253/2010/5/2008 Schaffert, S. (2006). IkeWiki: A Semantic Wiki for Collaborative Knowledge Management. In 1 st International Workshop on Semantic Technologies in Collaborative Applications, Manchester, Tseng, S.S., et al. (2007). A New Approach for Constructing the Concept Map. Paper presented at the Proceedings of the IEEE International Conference on Advanced Learning Technologies, Washington, DC. 285
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