**2. Methods**

motivational tool to facilitate teaching and learning. In addition, the students can acquire and construct knowledge and skills by accessing their learning performance and take part in

In the way of online learning theory and application, teachers and students can get advantages from flexible teaching and learning, and make much progress step by step. Teachers easily get the feedback by students' on-line questions and reply the answers to students as soon as possible. Besides, setting up the instructional websites from teachers by professional knowl‐ edge and skills makes effective responses for the demands by students. Eventually, teachers and students get the win-win advantages for each other from such a valid and cognitive system. However, educational curriculum designers and faculty face great challenges and potentials by new teaching experiences. More and more researches have focused on teaching and learning characteristics, learning styles, and interactions between teachers and students about Web-based instructional setting. Nowadays, it has become the greatest concern for all the teachers on what the criteria should be and how to design and evaluate an effective and interactive Web-based instructional setting. We have seen in the cases presented that clearly articulated assessment strategies are vital to the effective design of online courses and programs. The peer assessment case demonstrates a program-level solution to the need to provide a tool that assesses professional skills in group-level and individual-level performance within an online context. McCracken, Cho, Sharif, Wilson, and Miller [2] made a conclusion that "it presented that clearly articulated assessment strategies are vital to the effective design of online courses and programs. The peer assessment case demonstrates a program-level solution to the need to provide a tool that assesses professional skills in group-level and individual-level performance within an online context." Therefore, the more requirement for e-learning environments grows in higher education, the more needs for website application of learning and educational assessment strategy theory to design, develop, and deliver in e-

Graff [3] pointed out that "evaluation feedback from participants indicated that each online task was rated positively." And Smith [4] made a comment that "it is suggested that as instructors make the transition from traditional to blended/online instruction, they consider jettisoning the traditional essay requirement and replace it with some form of 'assignment essay/peer review' system such as the one described. Contemporary Learning Management Systems facilitate peer review and peer assessment approaches in ways that were not available in traditional offline education." Somehow, doing the assessment study should consider that there are numerous limitations on how to learn performance that is evaluated by assessment theories and skills. The patterns as online testing show are usually in the form of multiple choice questions without any essay type of learning assessment. Most of the reasons for offering multiple choice tasks in e-learning are for the sake of ease of implementation and ease

The study purposes were to establish a set of criteria for assessing instructional websites by using instructors' and students' perception of current experiences in instructional websites specifically for undergraduate- and graduate- level courses in order to meet the following objectives: collecting and understanding the settings and operating rules of the present

discussing with instant feedbacks [1].

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

learning environments.

of managing learners' replies.

#### **2.1. Participants**

The samples of this study consisted of three groups. In the first group called control group for pilot test as well, there were 20 pre-teaching teachers who still were students enrolled in the Teacher Education Program at the National Yunlin University of Science and Technology (NYUST). In the second group, there were 33 professors who had built instructional websites for their courses at NYUST since academic year 2012, and for the other group, there were 45 teachers who attended "The Research Methods Conference of Southern Institute and College" held by NYUST in 2012. In the third group, there were 240 current NYUST students enrolled in the College of Engineering, College of Management, College of Design, and College of Humanities and Science.

#### **2.2. Instrument and return rate**

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 %.


**Table 1.** Sample questionnaire
