Development of competency-based web learning material and effect evaluation of self-directed learning aptitudes on learning achievements

Abstract

This study aims to develop and evaluate competency-based web learning material (CBWLM) for the college practicum Microprocessor Laboratory. After using the CBWLM for 8 weeks, this study investigates CBWL's learning effects and self-directed learning aptitudes (SDLAs) as well as exploring the influence of SDLA on learning effects based on the sample of 38 students. The results of this study indicate that over half of the students achieve the mastery level after using CBWLM. SDLAs of the mid-CBWL and post-CBWL do not influence learning effects. Research BackgroundCompetency-based learning (CBL), a non-linear, systematic, and self-learning process, allows learners to individually study each unit of the learning material depending on their own competency. Furthermore, it allows learners to perform repeated learning, remedial learning until they master each unit's knowledge and skill in order to achieve required competency standards. CBL possesses the nature of systematic process, mastery learning, emphasizing individual differences and selfdirected learning. Such a learning method stressing competency standards is specifically suitable for technical learning and training. Web learning is an inevitable trend in the future. However, it has a weakness-there are limitations to the presentation and learning methods for technical subjects. If we apply the concept of CBL to web learning, both will complement each other and improve web technical learning effects. As indicated by Lin and Liao (2000), the concept of competencybased learning material (CBLM) can enhance the effect of web learning materials. To sum up the argument mentioned above, it's quite clear that competency-based web learning (CBWL) or competency-based web learning material (CBWLM) ought to

A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations

“…Evidence also suggests that student outcomes are improved, with Nelson (2013) finding that students in CBL courses performed significantly better than students in traditional courses. In addition, research has found that in a CBL structure, student knowledge is increased (Dinsmore et al, ) and performance on achievement assessments is improved (Canaleta et al, ; Cheng, 2006). Research also suggests that student attitudes towards the learning experience are very positive in CBL courses (Canaleta et al, ) and they tend to be more enthusiastic about learning than their counterparts in traditional courses (Sutcliffe et al, ).…”

Self‐directed learning readiness, Internet self‐efficacy and preferences towards constructivist Internet‐based learning environments among higher‐aged adults

“…Self‐directed learning emphasizes autonomy, personal motivation, personalization, self‐discipline and critical reflection, and may help learners become more focused, directed and successful (Ausburn 2002). Based on Chang (2006) and Guglielmino (1977), this study designed a six‐item questionnaire to assess adult learner's beliefs about the level of their SDL abilities. Questions are based on a 5‐point Likert‐type scale ranging from 5 (strongly agree) to 1 (strongly disagree).…”

Transformation for adults in an Internet‐based learning environment—is it necessary to be self‐directed?

“…The constructs of SDLRS include love of learning; openness to learning opportunities; self‐concept as an effective learner; initiative and independence in learning; informed acceptance of responsibility for one's own learning; creativity, positive orientation to the future, ability to use basic study skills; and problem‐solving skills. Criticised as being too difficult and costly to implement, this eight‐factor scale SDLR was revised and re‐validated in many later studies (Candy, 1991; Chang, 2006; Long & Agyekum, 1983). Chang's SDLR Chinese version includes four aspects: effective learning, fondness for learning, learning motivation, and active learning.…”