Lecture Notes in Computer Science- P6 docx

Richness Versus Parsimony Antecedents of Technology Adoption Model 15 5 Discussion A fair comparison of models or theories includes careful empirical design, operation- alization and measurement [10]. The research design in this study was undertaken in the same e-learning context and using the same respondents to measure the constructs of TAM and PCI model. The findings of this study provide a preliminary test of the viability of the two research models within the context of e-learning websites. Ana- lytical results indicate that the PCI constructs explain slightly more variance (0.9%) in users’ intentions of continued use than the TAM antecedents. Both the PCI and TAM perceived constructs are highly reliable, and have considerable prediction power in terms of exploring a user’s continuing intention to use e-learning websites. However, the TAM model has fewer measurement items (12) than the sort-form PCI instru- ments (25). The TAM model places fewer strains on respondents and researchers than PCI model. The results of TAM model demonstrate that the perceived usefulness construct plays an important role in predicting users’ intentions of continued use, while the perceived ease-of-use has a significant impact on it. Conversely, the PCI results report that while relative advantage construct plays a critical role in explaining the intentions of continued use, trialability and compatiability constructs are also significant. Hence, teachers or marketing staff can try to enhance the innovation perception of trialability and compatiability, in addition to the perception of relative advantage, to raise the continued use of e-learning websites. The study also adds to the literature on compar- ing performance of TAM versus PCI, using data gathered in a naturally occurring and field-based adoption process. References 1. Bahreininejad, A.: E-learning and associated issues in Iran. 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Grade 1-9 Curriculum connects elementary school and junior high school in Taiwan with Competence Indicators (CIs). CIs are the references for editing teaching materials, designing instruction, planning and implementing evaluation. Teachers can follow CIs while designing the teaching materials or offering supplement teaching materials. In order to allow the instructors to ac- quire suitable teaching materials from Internet and the students to access to the learning materials suitable for them from Internet, this study proposes a com- puter-assisted learning system which uses a clustering strategy to systematically access instructional materials according to learning map and CIs, so that correct learning components can be found efficiently and learning sequence can be de- signed effectively. This study takes numbers and quantities of mathematics at third grade students of elementary school as an example, then further investigate the changes of 32 students’ mathematics achievement after learning. This study conclusion is that the students can enhance the learning effects by learning on their own. Keywords: Grade 1-9 Curriculum, Competence Indicators (CIs), Learning strategies. 1 Introduction In recent years, “Grade 1-9 Curriculum” is a key issue of educational revolution in Taiwan. Grade 1-9 Curriculum aims at bridging the students’ learning gap, enhancing non linear-and-circular characteristics of learning on the curriculum design [1], and emphasizing the cultivation of students’ portable capacity instead of the pure memory of knowledge [2] [3]. “Competence Indicators” means to transform the capacity items the students should possess into quantitative measure for observation and evaluation in order to assess the students’ learning performance [4] [5]. CIs can be divided into de- tailed subitems. Based on detailed subitems of CIs, the teachers can draw learning ob- jectives, edit teaching materials, design activities, and implement evaluation. Currently, various versions of textbooks are used in elementary schools in Taiwan. Although learning units in textbooks are associated with a CI or a set of CIs, it is inefficient to collect a set of learning units associated with CIs teachers or learners give. In other Exploring a Computer-Assisted Managing System with Competence Indicators 19 words, teachers or students have to manually search for the learning units indexed by CIs in textbooks. This manner is time-consuming and causes collect incomplete learning units for given CIs. Nowadays, e-Learning is a rapid growing trend [6]. Large amount of teaching ma- terials can be readily access through WWW over Internet. However, too many websites and connections lead to the users’ information overload. In order to find out useful materials they want, they usually should spend plenty of time to evaluate, screen, and choose related materials on Internet [7]. It is not easy to search for the proper teaching materials for learners, especially for pupils [8] [9]. The reason is that most instructional materials on the Internet are not associated with CIs. Therefore, this paper proposes a computer-assisted learning management (CALM) system which structurally manages learning materials with CIs. Students can use the system to avoid losing their direction or inappropriately ending the courses. Additionally, questionnaire survey is also con- ducted to validate the system to comply with the requirement on curriculum schedule in elementary school. Furthermore, in order to investigate learning effects of using the system for student, a quasi-experiment is designed to assess effects. In the quasi-experiment, the CALM system provides a set of course units in Mathematics for the concept of “number” and “quantity”. The rest of the paper is organized as follows. Section 2 describes the CALM system. Section 3 shows the experiment. Finally, results and conclusions are drew in Section 4 and Section 5, respectively. 2 Grade 1-9 Curriculum Learning System 2.1 System Structure Based on CIs, the system uses detailed subitems of CIs at different grades for classi- fication of knowledge uses and further categories different learning and evaluation components. The system is divided into two segments, the teacher and the student. The teacher can upload and download the instrumental elements based on the CIs, and the student can make progress in the learning activity based on both the instrumental course and self-ability. The system is the WBI (Web-based Instruction) system pro- viding the teachers access teaching components and the students’ self-learning. In this system, the students can surf learning components and receive the tests. If the students cannot pass the evaluation of certain detailed subitems of indicator at different grades, they can surf the learning components again in the system for learning activities in order to find out the tips for passing the evaluation. Fig. 1 illustrates the proposed system architecture. 2.2 CIs and the Index of Knowledge Map Ordinary searching engine does not provide “teaching components” information de- signed on learning perspective. Using a set of information attributes to describe data content, so that the users can manage and search the resources [10]. The searching effect is better than ordinary one if the learning component information is divided into different categories by field, subject, and learning stage in Grade 1-9 Curriculum. . TAM versus PCI, using data gathered in a naturally occurring and field-based adoption process. References 1. Bahreininejad, A.: E-learning and associated issues in Iran. International Journal. and junior high school in Taiwan with Competence Indicators (CIs). CIs are the references for editing teaching materials, designing instruction, planning and implementing evaluation. Teachers. follow CIs while designing the teaching materials or offering supplement teaching materials. In order to allow the instructors to ac- quire suitable teaching materials from Internet and the students