The Impact Factors in Remedial English E-Learning Instruction

  • Chia-ling Hsu
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 6797)


Technology is one of the powerful media in education. Especially, the remedial instruction by computer technology is widely used from K-12 to higher education. This study applied the grounded theory approach analyzing data with visual association map to find the impact factors in English remedial e-learning instruction. The significances of this paper are proposing the results with visual representation and with an event scenario to instructors or instructional designers. The results indicated that the engineer school, science school, management school and concrete-sequential learning style were the main factors in learner characteristic perspective. With these learner characteristic impact factors, the instructional factors appeared in remedial English e-learning course. Future studies are needed.


Instructional Design e-learning Chance Detection Remedial Instruction Teacher Professional Development 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Ministry of Education (2006), After School Alternative Program (October 2, 2009),
  2. 2.
    Ministry of Education (2007), Promote Educational Priority Areas Program (October 2, 2009),
  3. 3.
    No Child Left Behind Act of 2001 (2002), Public Law No. 107-110 Google Scholar
  4. 4.
    Smith, P.L., Ragan, T.J.: Instructional design. Macmillan, New York (1993)Google Scholar
  5. 5.
    Michael, T., Marlon, M., Roberto, J.: The third dimension of ADDIE: A cultural embrace. TechTrends 46(12), 40–45 (2002)Google Scholar
  6. 6.
    Keller, J.M.: Motivation and Instructional Design. A Theoretical perspective. J. Instructional Development, 26–34 (1979)Google Scholar
  7. 7.
    Keller, J.M.: Motivational design of instruction. In: Reigeluth, C.M. (ed.) Instructional Design Theories and Models: An Overview of Their Current Status. Erlbaum, Hillsdale (1983)Google Scholar
  8. 8.
    Visser, J., Keller, J.M.: The Clinical Use of Motivational Messages: an Inquiry into the Validity of the ARCS Model of Motivational Design. J. Instructional Science 19, 450–467 (1990)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2011

Authors and Affiliations

  • Chia-ling Hsu
    • 1
  1. 1.Graduate Institute of C&ITamkang UniversityTaipei CountyTaiwan

Personalised recommendations