Development of Web-based learning
Tracing back to the history of web-learning, it turns out to e-learning
and computer-aided education. E-learning was emerged from the 1960s to
learn knowledge on the internet or through the computer in higher
education, computer-based learning and training were used during
1975-1990, then web-based training or e-learning was begun to develop in
the 1990s with the tremendous development of internet technology and
computer (Kidd, 2010, In IRMA eds.). Web-based learning was relying on
website and computer when it connects to the internet to enhance
learning efficiency and bring learning convenience (Chumley-Jones,
Dobbie, & Alford, 2002). Thus, an individual can use a mobile device to
learn anything anywhere without a computer or laptop. Although the
convenience it brings, few study results witnessed the learning
efficiency of Web-based learning to surpass traditional instruction
(Chumley-Jones, Dobbie, & Alford, 2002). Based on constructivism
learning theory, web-based learning embrace a social environment to
bridge the interaction between teacher and student (Woo & Reeves,
2007). This design has been alleviating the problem of being absent from
school and lack of face to face interaction and communication. For
example, The absence of being in the same learning environment for
teachers and students, the efficiency of Web-based learning is inferior
to traditional classes as it lacked direct effects on teachers and
students (Sher, 2008). However, in other cases, the benefits of
Web-based learning has been found to support its usefulness and
importance. A positive relationship between learning technology and
student engagement and learning outcomes have been found (Chen, Lambert,
& Guidry, 2010). Although the benefits have been found, Web-based
learning cannot cover its shortage to take the place of traditional
instruction. Despite its weakness, it was still a compromising teaching
technique when students under the special circumstance of COVID-19.
During the period of COVID-19, students and teachers could not go to
school for instruction, they have to use Web-based learning tools to
study at the home of learning new tasks and accomplish the teaching
tasks.
With a lot of strength, web-based education improved students’ autonomy,
informal and official learning through telecommunication, hypermedia,
and the availability of information and internet resources, which
recognized as personalized learning style to individuals (Magoulas &
Chen, 2006). It also satisfied the students’ information requests
(Lawless & Brown, 1997) and is a benefit of boost cognitive ability
(Triantafillou, Pomportsis, & Demetriadis, 2003). Web-based teaching
design using web tools to offer web-based learning and provide various
courses to meet the needs of learners (Liu, Glowatz, Zappatore, et al.,
2018). All of this makes the wide application of web-learning tools. As
an important factor, technology can be critical to web-based learning
for different kinds of learners. And other significant factors also are
found in studies. For example, gender differences have been found in
web-based learning for their special preferences, demands, and
assistance (Large et al., 2002; Roy & Chi, 2003; Fan & Macredie,
2006). For learner’s communication, based on the web environment, when
people gather together in the online platform to learn knowledge, the
virtual community was created and managed to achieve this purpose (Elia,
Secundo & Taurino, 2010, In Karacapilidis eds.). As an approach to
acquire digital competencies for students and teachers, web-based
learning provided interconnected social-cultural settings to take online
courses and make communication, but the management of this learning
process and elaborate courses design were definitely still needed
(Cartelli, 2010, In Karacapilidis eds.). When it comes to academic
achievements, its function was not that significant. According to
Chilton‘s and Gurung’s mixed study (Chilton & Gurung, 2010, In
Karacapilidis eds.), Web-based learning technology may have little
effects on learning achievements objectively. But there are some studies
got a similar conclusion of the effectiveness of web-based learning and
the traditional class was insignificant (Allen & Seaman, 2004; Allen &
Seaman, 2006; Knight, 2007; Fillion, Limayem, Laferriere & Mantha,
2010, In Karacapilidis eds.), in other cases, it has been proved that
the traditional class was outperformed than using web-based learning
technologies (Carnevale, 2002; Fillion, Limayem, Laferriere & Mantha,
2010, In Karacapilidis eds.). Ke, Jewett, & Chávez (2010) found that
Web-based learning was imbued with cultural ideology, individual
character, and instruction atmosphere also is paid great attention
(Chávez & Ke, 2013), diversity culture also is an impact factor
(Bentley, Tinney, & Chia, 2005). Learning in a Web-based instruction
environment, researchers cannot ignore multiculturalism (Parrish &
Linder-VanBerschot, 2010). Furthermore, several researchers found that
age has an impact on the achievements of Web-based learning in positive
research (Justice & Dorman, 2001; Chyung, 2007; Hoskins & van Hooff,
2005; Shnikareva & Benson, 2007). Adults could transform the study time
flexibility and satisfy their promotion needs at the same time (Cercone,
2008; Chyung, 2007), thus to develop their higher-order logistical
thinking (Hoskins & van Hooff, 2005; Shnikareva & Benson, 2007). An
individuals’ biological and psychological features were determined by
the environment and personal disposition, they need customized and
elaborated design with web-based learning content (Cercone, 2008).
Therefore, teaching approaches, feature to design, course contents,
social interaction, communication, gender, learning style, and
disposition can be important for the quality of web-learning, especially
for the special taste and experience in learners. Web-based learning
quality is subjected to individual psychology, social-psychological
factors, and web-based learning technology. Chapnick (2000) supposed
that an individuals’ psychological quality, sociological context,
environment and resources, facilities and instruments, knowledge, and
skills are constructed as a measurement model to assess the web-based
learning community. A similar model was to reference this theory and
built a model to measure web-based learning willingness (Kaur & Abas,
2004). So (2005) also conducted this kind of research to investigate the
willingness of web-based learning, he found that insufficient
preparation in teachers and significant gender difference. Su (2005)
examined a significant association between learning styles and academic
achievement in web-based learning.
Thus, there are a lot of existing researches that focus on the
influencing factors of web-based learning. Due to the lack of studies
focused on the examination of the impact on the family life quality and
web-based learning tools, self-efficacy, depression-anxiety-stress under
the condition of the outbreak of a pandemic. As learners were all
blocked in residence with rarely going out and gathering, the situation
of their web-based learning, the relationship between family life
quality, general health questionnaire and web-based learning tools,
self-efficacy, depression-anxiety-stress should be examined.