Web-Based Instruction, Learning Effectiveness and Learning Behavior: The Impact of Relatedness

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INTRODUCTION
The ubiquitous network has broken the teaching and learning model in traditional education and created a different educational model in the information era.In such a Web-based Instruction era, the roles of teachers have been largely changed that the learning attitudes and behaviors of students also need adjustment.
Web-based Instruction has broken through the restriction on people, time, and places in traditional instruction that anyone intending to learning receives equal opportunities being instructed.Besides, the collaboration between schools and enterprises or the interaction between schools and communities and among learning communities could knock down the wall between schools and societies so as to activate the interaction in between.Nowadays, none of a university with so-called excellence does not utilize computer network for instruction that Web-based Instruction, as a new trend domestically or internationally, has become the major trend and star of education in the world.Present instruction is indeed richer than traditional instruction.Web-based Instruction is a convenient learning approach, as it breaks through the restriction of time and space and achieves ubiquitous learning.
It is wondered whether the effectiveness of Webbased Instruction would be automatically generated because of the adoption of computer network, or both instructors and learners should present favorable instructional strategies and learning behaviors.For this With the popularization of network, students could collaboratively learn the lessons through web-based realtime interaction and complete the objective of collaborative learning.Li & Shu (2010) concluded four characteristics of Web-based Instruction as the dimensions of Web-based Instruction.(1) Active Learning did not simply request students to listen to and memorize knowledge, but to develop concepts and skills of subjects for thinking, analysis, comment, and further application.(2) Simulation-based Learning allowed learners operating the trainings and learning in secure, low-cost, but similar to real situation and environment.
(3) Interactive Learning emphasized the guidance of collaborative learning and assisted in the establishment of learning communities via network so as to achieve the interaction among the students.(4) Accumulative Learning utilized the characteristics of network and information technology for constantly accumulating and retaining the learning process and results for review or revision.et al. (2009) defined Learning as the deduction or process of behavioral change, meaning that learning was a deduction as it could not be observed, but behaviors or performance could be observed and continuously changed.Chang (2010) regarded learning as the process when individuals constantly change the behaviors through practice that learning covered the concepts of 1.learning as a process and 2.practice resulting in behavioral change.Huang (2009) indicated that learning activities should start from students' perception, and teachers should instruct students to establish correct self-concept for properly understanding the affairs in the environments and to absorb and create experiences with active attitudes and accurate approaches so that individual perception could be constructively changed by learning activities.Chu (2010) considered learning as a permanent change of individual knowledge or behaviors through experiences or practice.Cognitive psychology indicates that behaviors would be changed with changing knowledge.Behavioral psychologists emphasize the extrinsic behaviors of learning and pay attention to the effects of environmental factors on individuals.Wang (2009) pointed out the factors in learning as environment, emotion, psychology, and society.Chang (2010) studied the learning behaviors of elementary school pupils from the dimensions of Academic Achievement, Learning Motivation, Learning Attitude, and Teachers' Comments on pupils' behaviors.In the research on junior high school students' learning behaviors, Chang (2010)

III. Learning Effectiveness
Hung (2010) considered the similarity of Web-based Instruction and other instruction approaches that the instructional effectiveness should be evaluated from normal curriculum and potential curriculum.To evaluate the learning performance with Web-based Instruction, the system design and instructional practice should correspond to the requirements of Web-based Instruction ruled by Ministry of Education in order to ensure the teaching quality, passively reduce the shortcomings of Web-based Instruction (such as interpersonal interaction and cheat), and actively proceed various effective learning activities with specific Learning Effectiveness, including 1.Learning Effect, containing test results, completion schedule, and term results and 2.Learning Gain, covering learning satisfaction, achievement, and preference.
As a consequence, learning performance, learning effects, or instructional evaluation aim to understand the instructional effectiveness of teachers and the learning condition of students toward the learning objective.In this study, they are concluded as Learning Effectiveness.Web-based Instruction reveals different approaches to understand Learning Effectiveness from traditional instruction.Chou (2009) indicated that the instructional evaluation in web-based learning environment should be different from traditional face-to-face learning and classified it into 1.Learning Effect, 2.Learning Satisfaction, 3.Group Learning Environment, and 4.Individualized Learning Model.The evaluation of Learning Effectiveness therefore should focus on the process, rather than the results.

IV. Conceptual framework for this study
Summing up the above literatures, the conceptual framework is drawn for this study ( (2) Learning Behavior and Learning Effectiveness A lot of researchers discussed the effects of individual characters or Learning Behavior on Learning Performance.For instance, Wang (2009) studied the effects of Training Approach, Computer Self-efficacy, and Learning Style on Learning Performance and found that learners preferring abstract concepts appeared higher Learning Performance.In the research on the effects of asynchronous instruction on Learning Effect, Shu (2010) discovered the remarkably positive relations between students' learning behaviors of posting articles on instructional websites and the learning results that Learning Performance would indeed be affected by individual Learning Behavior.Moreover, several researchers pointed out the relations between Learning Motivation and Learning Performance.For example, Hick (1984) found the correlations between Motivation and Learning Performance; Noe (1986) pointed out the direct effects of Learning Behavior on Learning Performance; and, Singer (1990) regarded the effectiveness of Learning Performance depending on favorable Learning Behavior of trainees.The following hypothesis is therefore established.

H2: Learning Behavior shows notable correlations with Learning Effectiveness. (3) Web-based Instruction and Learning Effectiveness
Since the promotion of Information Technology Integrated Instruction in Grade 1-9 curriculum, a lot of empirical research proved the positive effects of Information Technology on Learning Satisfaction, Learning Attitude, and Learning Effectiveness (Yin & Liu, 2011).In regard to Social Studies, research also presented the benefits of Web-based Instruction on Learning Effectiveness (Yeh, 2010;Liu, 2011).The following hypothesis is then proposed.

H3: Web-based Instruction appears outstanding correlations with Learning Effectiveness. (4) Control variable
Aiming at 18,000 online learners in Charles Sturt University, Australia, Burr (2002) discovered that gender and age could affect Web-based Instruction, Learning Behavior, and Learning Effectiveness (Armstrong, 2001;Burr, 2002).

II. Operational definitions of variables and the measurement (1) Web-based Instruction
Referring to Li & Shu's (2010)  (3) Learning Effectiveness Referring to Hung's (2010) scale, Learning Effectiveness contains the dimensions of Learning Effect and Learning Gain.With Likert's seven-point scale, the number 1 stands for Extremely Disagree and 7 for Extremely Agree.The overall reliability of Learning Effect shows 0.90 and Learning Gain 0.88.

III. Research subject
Based on 2012 top ten preferable private and public universities investigated by Global Views Monthly, the directors of education promotion centers and the students are selected as the research subjects.Total 500 copies of questionnaires are distributed and collected on-site, and 382 valid ones are retrieved, with the retrieval rate 76%.The students from ten universities in Taiwan and China are 1.National Cheng Kung University, 2.National Taiwan University, 3.National Chiao Tung University, 4.National Tsing Hua University, 5.National Chengchi University, 6.Nanjing auditing university, 7. Xi'an Jiaotong University, 8. Kaifeng University, 9.Shanghai Business School and 10.Sun Yat-sen University.

IV. Analysis method
Regression Analysis is utilized for understanding the relations among students' personal traits, web-based instruction, learning behaviors, and learning effectiveness.

V. Verification of reliability and validity analyses
The reliability of the dimensions in this study achieves 0.7, showing the high reliability.The construct validity of the scale is analyzed with Confirmatory Factor Analysis, Table 1, from which both convergent validity and construct validity are favorable.

Analysis result I. Correlation Analysis
From Table 2, Web-based instruction, Learning behaviors, and Learning effectiveness appear significant correlations, where Learning effectiveness shows the highest.The result presents that multicoliearity could possibly appear between dimensions.Niehoff and Moorman (1993) suggested Nested-Model Analysis to solve such a problem.Moreover, the remarkable correlations between dimensions also reveal the correspondent results with the hypotheses.

II. Theoretical model discussion
The following figure shows the overall research result.Path coefficients achieving the significance are shown with solid lines, while the ones not reaching the significance are displayed with dotted lines.Apparently, the path coefficients of the variables achieve the significance, showing that such coefficients reach convergent validity and correspond to the basic requirement of the model.From the fitness of the theoretical model, GFI=0.928,AGFI=0.903,RMSEA=0.02, and CFI=0.976, the fitness of the model is confirmed, presenting the model corresponding to the theory and being valid.

III. Hypothesis discussion
Three hypotheses are proposed in this study that three nested-models are established.Chi-square test of difference is utilized, as each nested-model appears a difference in the degree of freedom.When the difference between the chi-squares of nested-model and theoretical model achieves the significance, the 0 setting of path coefficient is significant.In this study, the research result shows models 1, 2, 3 achieving the significance.The analysis of nested-model is shown in Table 3, and the verification of hypotheses in Table 4.

DISCUSSION
This study academically contributes to the applications of Web-Based Instruction to campus teaching to understand the learning performance with learning behaviors.The results verify the appropriateness of such a research structure that the empirical study on e-learning is further reinforced.
According to the past research, there are other factors in the learning performance of Web-Based Instruction.When the solutions are proposed for such factors, the learning performance of integrating elearning into campus teaching would be enhanced.For this reason, Learning Behavior, as the moderator, is included in e-learning, which used to be widely applied to the research on learning performance but has not been discussed the relations with learning behaviors.Some researchers discovered that students with more knowledge or resources about Web-Based Instruction appeared higher acceptance of Web-Based Instruction and better learning performance.
According to the verification analysis of the moderating effects of learning behaviors, Web-Based Instruction shows 81.3% variance explained, which is much higher than the past research result (60%).It is also verified that learners do not follow fixed learning schedule as traditional curricula, but could learn with individual learning schedule, complete the learning contents with less learning time, and effectively utilized the rest learning time for other learning activities.This study presents the great differences from the past research that Web-Based Instruction changes the learning behaviors, largely promotes the learning effectiveness, and enhances the learning intention and attitudes of learners.

CONCLUSION AND SUGGESTIONS
According to the research outcomes, remarkable correlations appear between Web-based Instruction and Learning Behavior, between Learning Behavior and Learning Effectiveness, and between Web-based Instruction and Learning Effectiveness.The outcomes are therefore concluded for the following practical suggestions.
1. Interactive Learning.Learning Effect in interactive environments presents better condition than it in one party accepting information.Unlike real lessons with face-to-face communications, the system for the right of speech or the publication with text input allows the communications between teachers and students or among peers.The enhancement of interaction could be improved by synchronous instruction platform with the interface of multi-video conference, which provides students with the feeling of real lessons but not losing the meaning of Web-based Instruction, that the interaction between teachers and students could be more active.
2. Simulation-based Learning.Instruction with Simulation-based Learning could include some news discussions, as they could induce students' learning interests.Besides, the integration with instruction could enhance the effects and promote students' intention to Active Learning so that they could remain high learning interests in the learning environment without supervision.
3. Improvement of interface for learning environment.Interface for Web-based learning environments should approach simple and understandable design with easy operation; search for lessons or problem discussions and information publication should be definite and easy to reach; and, congenial things should not be placed at different places or searched with several levels so that the users could proceed learning activities anytime anywhere.
Figure 1.Conceptual framework Regarding the university with web-based instruction, the directors of education promotion centers and the students in ten public and private universities in southern Taiwan are studied. It tends to provide educational sectors with webbased instruction related information.
 The outcomes are therefore concluded for the following practical suggestions.1. Interactive Learning 2. Simulation-based Learning 3. Improvement of interface for learning environment.The impact of relatedness © 2013 iSER, Eurasia J. Math.Sci.Tech.Ed., 9(4), 405-410 407 behaviors, containing the dimensions of Learning Motivation and Learning Attitude.