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.