Abstract
The purpose of this study was to investigate how a web-related training course was conducted in a natural educational setting. The participants were 11 in-service teachers and 5 students of diverse backgrounds and disciplines, and range of age s. In order to gain a comprehensive and in-depth understanding of the process of how the participants learned and how the training program was conducted, a qualitative research methodology was adopted. Theoretical frameworks of constructivism and situated learning were used to examine the way learners constructed their knowledge through the training course and the exposure to innovative networked technology. A variety of factors that influenced the way learners effectively interacted with each other and t he learning materials were identified and some suggestions for future training were made. It is hoped that the significant findings of this study and related suggestions will be applied to the other training programs and the diffusion of web-based educati on at the secondary and elementary school levels.
| Keywords: | web-supported instruction; "Seed" training project |
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