Abstract
This experimental study used a competency-based web learning system (CBWLS) to explore implementation difficulties and effects, learning effects, and self-directed learning readiness (SDLR) of CBWL as well as relationships between learning effects and SDLR. The target group of the study consisted of 35 students in the course microprocessor Practice, from a junior college in northern Taiwan. The study lasted for 8 weeks through integration of the system into classroom teaching and repeated learning after the class. The research results revealed that: (1) the double-loop, control mechanism of the CBWL procedure was helpful to learning; (2) streaming and animation of content helped learners to better understand how to complete tasks; (3) over half of the learners reached mastery; (4) the factor of “inclination for learning” for SDLR on the pre-test, middle-test, and post-test were the highest; the factor “effective learning” for SDLR on the pre-test and middle-test were the lowest; the factor “active learning” for SDLR on the post-test was the lowest; (5) SDLR before prior and after CBWL did not affect learning and there was no relationship between them. This study suggested that instructors should actively participate in online discussions to enhance interaction with learners as well as suggesting that problem-based learning and learning portfolios may integrated into CBWL.
| Keywords: | competency-based learning; Web learning; competency-based Web learning; self-directed learning; self-directed learning readiness |
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