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A Study of Online learners’ Competence of Information Technology and Learning Adjustment of National Open University.
The study was designed to explore the online learning adjustment to the courses, and to analyze the effect which the online learners’ personal background and their IT competence brought on their adaptation. First of all, with the relevant literature and the collective report, Researcher would come to the conclusion about the four dimensions of the IT competence which the online learners need to have, as well as about the five dimensions of the factors which affect learning adjustment. The development of the research framework and theoretical foundation was based on it. Second, in empirical research, this study would take the students from the National Open University who attend online courses as an elective course to be the parent group for the study, which was the resource of data collection. The students would be chosen because of their mailbox at random sampling. Then questionnaires and invitations would be sent to the students’ mailboxes and they would be invited to fill in the Internet questionnaires. After recovering the questionnaires, the information of the 667 valid questionnaires would be analyzed by the statistical methods such as MANOVA, multiple regression, and canonical correlation. The findings of this study were as follows : 1. Online learners’ ability to score in IT competence information belonged to the upper level of the whole. In which, the cognitive dimensions of computer networks had the highest scores, and the computer information processing level had the lowest scores. 2. The differences among the online learners’ genders, ages and learning experience were significantly different on IT competence. Among them, male, aged 29 years (inclusive) below, mainly majoring in the Department of Management and Information Department ; and have 5 years (inclusive) or more online learning experiences had a higher score in the IT competence. 3. The scores of online learners’ in learning adjustment, on the whole, belonged to the upper range, of which "learning attitude" level had the highest score and the "learning interaction" level had the lowest scores. 4. Online learners’ learning experience was different, and it was significantly different in learning adjustment to high scores. Among them, learners who had 3 years experence in web-based learning, had higher scores on learning adjustment. 5. The IT competence of online learners can effectively predict or explain the learning adjustment. Its approach was mainly through the "information gathering capacity" to affect the "learning attitude" and "learning method" of learning adjustment. Finally, according to these findings, this study would like to make concrete suggestions for the educational institutions which engage in online learning activities, online learners, and researchers who would do the follow-up.
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