Session T3E THE APPLICATION OF KANO'S MODEL FOR IMPROVING WEB-BASED LEARNING PERFORMANCE

Session T3E THE APPLICATION OF KANO'S MODEL FOR IMPROVING WEB-BASED LEARNING PERFORMANCE
Wan-I Lee1, Bih-Yaw Shih2, Liang-Jung Tu 3
Abstract In the past decade, information and network technology had been widely utilized in learning activities. Therefore, many r esearch were conducted on web-based learning. Most of them focused on improving functions of web-based learning platform, including multimedia interface, web-based self-exam, intelligent tutor and etc. Some focused on the learning performance of web-based learning by comparing with traditional classroom. However, rare research focused on improving students’ web learning performance according to their needs, learning behaviors’ records, and personal characteristics. The purpose of the research was to construct the web-based learning environment based on students’ needs and develop suitable teaching strategies for each individual. In the research, the concept of customer relationship management(CRM) was applied to provide a satisfied learning experience. Kano?(1984) evaluation table for classifying the students’ needs into three types (must-be, one-dimensional, and attractive) was first applied to conduct functional or dysfunctional form of questions on students of a Cyber University in southern Taiwan. Then, according to students’ needs, learning behaviors’ records, and personal characteristics, teaching strategy reasoning was utilized to select more suitable materials for each student. Ultimately not only students’ learning efficiency, but also their learning satisfactions were measured. Therefore, more clues were provided to improve the webbased learning environment, and enhance the students’ satisfaction. Index Terms Web-based learning, Kano? model, Learning performance, Students’ need The history of the development of web-based learning could be categorized as four periods[1]: (1) Teaching by mail with text only (2) Teaching by broadcast with voice only (3) Teaching by video without interaction (4) Teaching by web with multimedia Meanwhile, application tools of Internet such as E-mail, ICQ, GroupWare, and etc. are utilized to increase the interaction of web-based learning[8]. Also, the virtual classroom is simulated by the application of web-based evaluation, personal score records and etc.[10]. Currently, research about the virtual classroom are discussed as follows: (1) Web-based learning environment: Related research are discussed in Table I. TABLE I The Compare of Distance Learning Environments Research Discussion Environment Functions Topic Internet Theme- System logon, teaching Exploration manage, digital library, Environments mailbox, forum, Video Conference, assistant center, learning result demo, communication book. Interactive Web-based teaching Virtual assistant, notebook, Classroom teaching material, blackboard, pencil, curriculum syllabus. Enhancing Web-based Feedback, Synchronous handing, voice Q&A, Distance On-time question. Learning Environments, for example PDA Researcher Chi-Syan Lin & Cang-Xuan Shen (2000)
0-7803-7444-4/02/$17.00 © 2002 IEEE November 6 - 9, 2002, Boston, MA 32 nd ASEE/IEEE Frontiers in Education Conference T3E-27
Session 3E
including course on demand, real time feed back, web-based teaching assistant and etc., are integrated into the web-based learning environment. Meanwhile, the invent of wireless communication and handful electronic appliances such as Palm, PDA, the web-based leaning activities could be performed from any place at any time. (1) Web-based learning strategy: Related research are discussed in Table II. TABLE II The Compare of Distance Teaching and Learning Strategies Research Discussion Content of Strategies Researcher Topic Group LearningAll on line learners are divided Wu-Yuin into several groups, the Hwang, Chialearners must be Chin Li, & Chuncommunicate, solve the Feng Hsiao problems, and finish a project (2001) with their members of group. The teacher on internet classroom is a supervisor. Adult Learning • Cognitive Paradigm: Mei-Ying Chen Strategies cognitive elaboration (2000) theories, discovery method, scaffolding, constructivism, social learning. • Behaviorism: social learning, theory of operant conditioning, mastery learning. • Humanistic Views: student-based center learning, self-managed learning, problem-based learning, cooperative learning, learning community. Learners are Record the detail of Julie Gibson, teachers too communication by teacher Philip Rutherford and learners, then the latter? (1998) learners could preview and learn from it, so that make the learner could be a teacher. Previous research applied traditional learning strategy including constructive methodology, scaffolding theory, as well as web-based interaction and discussion tools to achieve cooperative learning. By the interaction between instructors and classmates, the knowledge of the student could be constructed gradually. (1) Web-based learning performance: Related research are discussed in Table III. TABLE III The Compare of Distance Learning Performance Research Discussion Content Researcher Topic On Line At first the researcher Nian-Shing Learning classify the behaviors of Chen & KanBehavior and web-based learner, and Min Lin (2001) Learning found that the learner Performance take more learning activities positively, the higher learning grades he/she could get. The learning grades is just one part of learning performance evaluation. Students’ Form the on line learner? Hsiu-Ping Evaluation of eyes, 77.9 percentage Yueh (2001) Web-Assisted learners think they Instructions learned more than before, 84 percentage learners will continue learning on line and recommend their friends to join the on line learning systems. The compare of For higher on line Scott A. D., performance learning performance, we William H. C., between should teach learners & David W. distance about computer and (2000) learning and Internet using skills at traditional first, and add more learning choice for on line communications. Previous research included the comparison between webbased and traditional learning as well as the analysis of webbased learning behavior. Most research had a positive attitude on the performance of web-based learning. (1) Related web-based learning research: Related research are discussed in Table IV. In this section, researchers mentioned that not only the learning environment, strategy, and performance, but also the evaluation, satisfaction and students’ needs should be focused. According to the literature review, the interaction, graphic user interface(GUI), and variety of materials of webbased learning had been enhanced by the dramatically development of information technology. However, rare of them focused on the analysis of students’ needs to segment