臺灣博碩士論文加值系統

The use of information technology (IT) in education has accelerated rapidly. From the learner’s perspective, e-learning is self-service and allows an individual great flexibility and control as well as access to hyperlinked interactive multimedia contents while learning at preferred paces and times.
In Vietnam, prior information systems (IS) research has investigated different aspects of e-learning; however, the cumulating evidences of its relative effectiveness and outcomes have been largely equivocal. With Hanoi university national of education (HNUE) so, the application of elearning is still difficult for people, methods and policy implementation. This research will evaluate the challenges of teaching-learning online education has been faced and suggest some appropriate solutions to help teachers-student integrate online education into their fields they interest effectively in HNUE.
Based on the research experience from implementation in universities in the world, in the design study phase we have developed alternatives and established criteria and sub criteria affect the effective use of elearning in HNUE. The author built the questionnaires related to the criteria and its have been transferred to the education specialist in HNUE for the feedback. In research result, firstly the author will present and analyze the results of the complete survey. Secondly, the outputs of factor analysis will be stated and compared with the model used in the questionnaire. Finally, the survey result will be given and qualitative and quantitative evaluation of the model will be indicated.
Key words: , , , , , ,

Abstract i
Acknowledgements ii
Table of Contents iii
List of Tables v
List of Figures vi
List of Abbreviation vii
Chapter 1 Introduction 1
1. Research Background 1
2. Online Learning of HNUE 2
3. Motivation for Research 3
Chapter 2 Literature review 6
1. E-learning Definition 6
1.1. E-learning versus Distance Learning 7
1.2. Benefits of E-learning 7
1.3. Effectiveness of E-learning 8
1.5. Partnerships in E-learning 9
1.6. The Human Element Challenge of E-learning 9
2. E-learning of HNUE 9
3. Toward a theory of online learning. 11
3.1. Learner Centered 11
3.2. Knowledge Centered 12
3.3. Assessment Centered 12
3.4. Community Centered 13
3.5. Learner Preparation 13
2.6. Learner Activities 14
3.7. Learner Interaction 14
3.8. Looking Ahead 15
3.9. Affordances of the Net 17
4. Mutimedia Learning 17
5. The Role of Interaction in Online Learning 18
5.1. Defining and Valuing Interaction in Online Learning 19
5.2. Student-student Interaction 20
5.3. Student-teacher Interaction 21
5.4. Student-content Interaction 21
5.5. Teacher-teacher Interaction 22
5.6. Content-content Interaction 22
6. The Components of an Online Learning System 22
6.1. E-learning model of HNUE 22
6.2. The Development of Courseware 23
6.3. The Learning Management System 24
6.4. Library and Digital Resources 24
6.5. Learner Services 25
6.6. Interface with the Student Information System 25
6.7. The Users’ Portal 26
6.8. Quality Assessment 26
6.9. Definition of an Online Course 26
7. Online Course Development 28
7.1. Centralizing the Online Development Unit 29
7.2. The Course Development Team 29
7.3. Subject Matter Expert 29
7.4. Instructional Designer 30
7.5. Web Developer 30
7.6. Graphic (Visual) Designer 31
7.7. Programmer and Multimedia Author 31
7.7. Copyright issues in online courses 31
Chapter 3 Research framework and Method 32
1. Introduction 32
2. Research Hypotheses 33
2.1 Organizational readiness: 33
2.2 Availability of basic ICT infrastructure: 33
3.3 Development of human resources: 33
2.4 Legal and formal readiness: 34
2.5 Availability of human resources: 34
2.6 Availability of specific ict infrastructure: 34
2.7 Services and Learner Satisfaction: 35
3. Research Framework 36
4. Tool development 36
Chapter 4 Research analysis and Results 37
1. Descriptive Statistic 37
2. Factor Analysis 40
Chapter 5 Research conclusion 44
1. Research Findings 44
2. Research Implications 45
3. Research Limitation 45
4. Further Research 46
References 47
Appendix A 53
Appendix B 55

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