**3. Results**

#### **3.1. Control group (n = 20)**

The number of pre-teaching teachers of the control group was 20 (n = 20). Among the partici‐ pants, 75 % were females, 55 % with master degree, 30 % were studying in College of Man‐ agement, and 70 % with experiences of Internet surfing for less than four years. And they were all sharing similar purposes of Internet surfing, such as e-mails, chatting on-line, gathering information, on-line games, and on-line learning. In addition, the results indicated that the participants rated the hypothesized five criteria as important elements with an average of more than 3.4 of the five-point Likert scale on the same variables mentioned above.

Among pre-teaching teachers who attended the seminar hosted by the National Yunlin University of Science and Technology Teachers' Center in 2012, the distribution percentages were as follows: male teachers with 25 % and female teachers with 75 %.

Among pre-teaching teachers who attended the seminar hosted by the National Yunlin University of Science and Technology Teachers' Center in 2012, the distribution percentages were as follows: College of Management with 30 %, College of Design with 25 %, College of Engineering with 20 %, and College of Humanities and Applied Sciences with 25 %.

Study of the Assessment Criteria on e-Learning Websites http://dx.doi.org/10.5772/61062 193

**Figure 1.** distribution of gender of pre-teaching teachers

**2.2. Instrument and return rate**

192 E-Learning - Instructional Design, Organizational Strategy and Management

4. Website communication interaction

**Table 1.** Sample questionnaire

**3.1. Control group (n = 20)**

(interactivity)

**3. Results**

A descriptive survey method was used to collect data. After a close review of studies [5, 6, 7, 8] and particular website guidelines [9, 10, 11], a closed-ended questionnaire, called Criteria of Instructional Website, was designed to gather data related to participants' perceptions of experiences on instructional websites. The questions related to each of the five criteria are listed in Table 1 including six variables, gender, professional field, years of hands-on experience of Internet surfing, educational background, years of teaching (for faculty only), and purposes of using the Internet, also set up for analyzing vocational education faculty's and students' perceptions of instructional websites. The overall response rate for this study was 77.6 %.

**Item of criteria Sample question**

3. Website interface The web should offer an exact time for downloading each file

5. Website system The instructional website should offer a diversity of learning assessment

The number of pre-teaching teachers of the control group was 20 (n = 20). Among the partici‐ pants, 75 % were females, 55 % with master degree, 30 % were studying in College of Man‐ agement, and 70 % with experiences of Internet surfing for less than four years. And they were all sharing similar purposes of Internet surfing, such as e-mails, chatting on-line, gathering information, on-line games, and on-line learning. In addition, the results indicated that the participants rated the hypothesized five criteria as important elements with an average of more

Among pre-teaching teachers who attended the seminar hosted by the National Yunlin University of Science and Technology Teachers' Center in 2012, the distribution percentages

Among pre-teaching teachers who attended the seminar hosted by the National Yunlin University of Science and Technology Teachers' Center in 2012, the distribution percentages were as follows: College of Management with 30 %, College of Design with 25 %, College of

Engineering with 20 %, and College of Humanities and Applied Sciences with 25 %.

than 3.4 of the five-point Likert scale on the same variables mentioned above.

were as follows: male teachers with 25 % and female teachers with 75 %.

1. Website material development The material should be genuinely related to the Web name that tells 2. Website graphic design The instructional website design should contain multimedia effects,

such as sounds, 3-D pictures

The instructional website should offer some kinds of sections for

motivating students to participate in discussion

**Figure 2.** distribution of pre-teaching teachers who studied in college

**Figure 3.** distribution of pre-teaching teachers

Among pre-teaching teachers who attended the seminar hosted by the Center of Teacher Education in the National Yunlin University of Science and Technology Teachers' Center in 2012, the percentages were as follows: master degree with 55 %, four-year bachelor's degree with 20 %, two-year bachelor's degree with 20 %, and doctoral degree with 5 %.

**Figure 4.** distribution of time in using Internet for pre-teaching teachers

Among pre-teaching teachers who attended the seminar hosted by the Center of Teacher Education in the National Yunlin University of Science and Technology Teachers' Center in 2012, the percentages were as follows: never used with 0 %, 1 year and less with 30 %, 2-4 years with 40 %, 5-7 years with 30 %, and more than 7 years with 0 %.

**Figure 5.** Distribution of the purposes of using Internet for pre-teaching teachers

Among pre-teaching teachers who attended the seminar hosted by the Center of Teacher Education in the National Yunlin University of Science and Technology Teachers' Center in 2012, the percentages were as follows: receiving and sending e-mails with 25 %, BBS or online chatting with 20 %, browsing data with 25 %, playing online games with 25 %, and online learning with 5 %

#### **3.2. Teachers group: (n = 78)**

Among pre-teaching teachers who attended the seminar hosted by the Center of Teacher Education in the National Yunlin University of Science and Technology Teachers' Center in 2012, the percentages were as follows: master degree with 55 %, four-year bachelor's degree

> one-year and less 30%

Among pre-teaching teachers who attended the seminar hosted by the Center of Teacher Education in the National Yunlin University of Science and Technology Teachers' Center in 2012, the percentages were as follows: never used with 0 %, 1 year and less with 30 %, 2-4 years

> receiving and sending emails, 25 , 25%

BBS or online chatting, 20 , 20%

Among pre-teaching teachers who attended the seminar hosted by the Center of Teacher Education in the National Yunlin University of Science and Technology Teachers' Center in 2012, the percentages were as follows: receiving and sending e-mails with 25 %, BBS or online chatting with 20 %, browsing data with 25 %, playing online games with 25 %, and online

one-year and less 2-4 years 5-7 years

receiving and sending

playing online games

emails

chatting

BBS or online

bwowsing data

online learning

30% never used

with 20 %, two-year bachelor's degree with 20 %, and doctoral degree with 5 %.

never used 0%

194 E-Learning - Instructional Design, Organizational Strategy and Management

5-7 years

bwowsing data, 25 , 25%

online learning, 5 , 5%

playing online games, 25 , 25%

learning with 5 %

2-4 years 40%

with 40 %, 5-7 years with 30 %, and more than 7 years with 0 %.

**Figure 5.** Distribution of the purposes of using Internet for pre-teaching teachers

**Figure 4.** distribution of time in using Internet for pre-teaching teachers

Two thirds of the participants were males teaching in the College of Management with 20.8 %, College of Art and Design with 20.8 %, College of Humanities with 20.8 %, and College of Engineering with 37.5 %. One fourth of them had less than 15 years of teaching experiences. Interestingly, a teacher who had more than 10 years of teaching experiences indicated that the main purpose of Internet surfing was only for e-mail sending/receiving rather than instruc‐ tional purposes. Compared with others, most of the teachers indicated that they used Internet for class activities with 83.3 %, and information collection with 77.5 %. More importantly, there was not significant difference between the control group and the teacher group for the perception of the instructional website based on the hypothesized five criteria at the probability of 0.05. Nevertheless, different college faculties shared slightly different opinions about the importance of item 1 of the criteria of website material development (e.g. the material should be compatible with the title which it belonged to) as shown in Table 2. Also, different college faculties shared slightly different perceptions on the items of the appropriate location of frame design in the criteria of "website interface" based on the Schaffer test.


**Table 2.** Website material development, item #1 Schaffer test

**Figure 6.** Distribution of gender of YUNST teachers who have built web pages as teaching aids

Among YUNST teachers who have built Web pages as teaching aids, the percentages were as follows: male with 87 % and female with 13 %.

**Figure 7.** Distribution of YUNST teachers who have built Web pages as teaching aids

Among the college of YUNST teachers who had built Web pages as teaching aids, the percen‐ tages were as follows: College of Management with 21 %, College of Design with 21 %, College of Humanities and Applied Sciences 21 % and College of Engineering with 37 %.

**Figure 8.** Distribution of seniority of YUNST teachers who have built Web pages as teaching aids

Among seniority of YUNST teachers who have built Web pages as teaching aids, the percen‐ tages were as follows: 5 years and less with 25 %, 6-10 years with 38 %, 11-15 years with 25 %, 16-20 years with 8 %, and 21 years and above with 4 %.

Among the time YUNST teachers who have built Web pages as teaching aids used the Internet, never used was 0 %, one year and less 46 %, 2-4 years 50 %, 5-7 years 0 %, 7-10 years 0 %, and more than 10 years 4 %.

**Figure 9.** Distribution diagram of time YUNST teachers who have built Web pages as teaching aids used the Internet

**Figure 10.** Distribution program of the purpose of YUNST teachers who have built Web pages as teaching aids to use the Internet

Among the purpose of YUNST teachers who have built Web pages as teaching aids to use the Internet, the percentages were as follows: receiving and sending e-mails with 25 %, browsing data with 25 %, BBS or online chatting with 20 %, playing online games with 25 %, and online learning with 5 %.

#### **3.3. NYUST students group (n = 240)**

management college 21%

humanities 21%

**Figure 7.** Distribution of YUNST teachers who have built Web pages as teaching aids

and applied science college 21%

196 E-Learning - Instructional Design, Organizational Strategy and Management

21 years and

16-20 years with 8 %, and 21 years and above with 4 %.

engineering college 37%

11-15years, 25 , 25%

more than 10 years 4 %.

16-20 years, 8 , 8%

design college

Among the college of YUNST teachers who had built Web pages as teaching aids, the percen‐ tages were as follows: College of Management with 21 %, College of Design with 21 %, College

> 5 years and less, 25 , 25%

above, 4 , 4% 5 years and less

6-10 years, 38 , 38%

Among seniority of YUNST teachers who have built Web pages as teaching aids, the percen‐ tages were as follows: 5 years and less with 25 %, 6-10 years with 38 %, 11-15 years with 25 %,

Among the time YUNST teachers who have built Web pages as teaching aids used the Internet, never used was 0 %, one year and less 46 %, 2-4 years 50 %, 5-7 years 0 %, 7-10 years 0 %, and

**Figure 8.** Distribution of seniority of YUNST teachers who have built Web pages as teaching aids

of Humanities and Applied Sciences 21 % and College of Engineering with 37 %.

management college

design college

humanities and applied science

engineering college

college

6-10 years

11-15years

16-20 years

21 years and above

About half of the respondents were male or female. Most of them studied in the College of Management (31.8 %) and College of Engineering (31.3 %) with a college degree (47.0 %), and two- to four-year Internet application experience (55.6 %). The results also revealed that the major purposes of surfing the Internet were for e-mail (69.7 %) and information collection (76.1 %). Based on the results of t-test analysis, there was no significant difference between the control group and the student group for the perceptions of the instructional website based on the hypothesized five criteria at the probability of 0.05. However, different college students have slightly different perceptions on the items of the appropriate updated relevant informa‐ tion given on the side of the site in the criteria of "website material development" based on the Schaffer test.

Third, NYUST students (n = 240), about half of the respondents were male/female. Most of them studied in the College of Management (31.8 %) and Engineering (31.3 %) with a college degree (47.0 %) and two- to four-year Internet application experience (55.6 %). The results also revealed that the major purposes of surfing the Internet were for email (69.7 %) and information collection (76.1 %). Based on the results of t-test analysis, there was no significant difference between the control group and the student group for the perceptions of the instructional website based on the hypothesized five criteria at the probability of 0.05. However, different college students have slightly different perceptions on the items of the appropriate updated relevant information given on the side of the site in the criteria of "website material develop‐ ment" based on the Schaffer test.

**Figure 11.** Distribution of gender of YUNST students

Among YUNST students, the percentages were as follows: male with 46 %, and female with 54 %.

**Figure 12.** Distribution of college students at YUNST

Among students at YUNST, the percentages were as follows: College of Management with 32 %, College of Design with 14 %, College of Engineering with 23 %, and College of Humanities and Applied Sciences with 31 %.

Among the degrees of YUNST students, the percentages were as follows: master's with 25 %, four-year bachelor's with 47 %, two-year bachelor's with 21 %, and doctoral with 7 %.

**Figure 13.** Distribution of students' degree at YUNST

between the control group and the student group for the perceptions of the instructional website based on the hypothesized five criteria at the probability of 0.05. However, different college students have slightly different perceptions on the items of the appropriate updated relevant information given on the side of the site in the criteria of "website material develop‐

Among YUNST students, the percentages were as follows: male with 46 %, and female with

management college 32%

design college 14%

Among students at YUNST, the percentages were as follows: College of Management with 32 %, College of Design with 14 %, College of Engineering with 23 %, and College of Humanities

Among the degrees of YUNST students, the percentages were as follows: master's with 25 %,

four-year bachelor's with 47 %, two-year bachelor's with 21 %, and doctoral with 7 %.

Male 46%

Male Female

management college

design college

humanities and applied science

engineering college

college

ment" based on the Schaffer test.

198 E-Learning - Instructional Design, Organizational Strategy and Management

Female 54%

**Figure 11.** Distribution of gender of YUNST students

humanities and applied science college 31%

**Figure 12.** Distribution of college students at YUNST

and Applied Sciences with 31 %.

engineering college 23%

54 %.

**Figure 14.** Distribution of years in using the Internet of YUNST students

Among the years YUNST students have used the Internet, the percentages were as follows: never used with 3 %, less than 1 year with 5 %, 2-4 years with 53 %, 5-7 years with 30 %, and 7-10 years with 6 % and more than 10 year with 4 %.

Among the purpose of YUNST students in using the Internet, the percentages were as follows: receiving and sending e-mails with 43 %, BBS or online chatting with 7 %, browsing data with 45 %, playing online games with 2 %, and online learning with 3 %.
