| dc.description.abstract | This study is an experimental observation attempting to know the learning effectiveness on computer related courses for senior high school students when using different learning strategies, and it is also trying to find out the factor which is related to students’ learning performance by collecting their learning records on the e-learning system. This study can be adopted as a reference for those who intend to design their teaching programs or e-learning activities.
There are three learning strategies designed in this study---conventional computer classroom learning, e-learning and blended e-learning respectively. After being observed for a semester, there are three major findings in this research. Firstly, there is no significant difference in the students’ learning performance according to their learning ways. However, there are significant differences in learners’ computer self-efficacy and self-satisfaction. Blended e-learning, which combines the conventional computer classroom leaning and e-learning, is better than the conventional computer classroom learning or e-learning in both computer self-efficacy and self-satisfaction. Secondly, for students who learned through e-learning, their performance is correlated with their grades for on-line assignments, but not their log-in times on the e-learning system. Finally, for students who learned through blended e-learning, both the grades for on-line assignments and the log-in times on the e-learning system affect their performance, while the latter is much weaker than the former. | en_US |