(IJCNS) International Journal of Computer and Network Security, 1
Vol. 2, No. 8, August 2010
Students’ Perspectives on their Preferences in
the Networked Learning Environment
Alabama A & M University, School of Education
4900 Meridian St., Normal, AL 35762, USA
sha.li@aamu.edu
Abstract: The creation of learning resources on the internet
provides learners with rich learning information in varieties of
digital formats. But the new learning paradigm generates new
issues. Many instructors designed learning resources online but
found that their students have not used them as effectively as
expected. There is a need for us to understand the learners’
preference and their needs in using online learning resources to
help us teach and design instruction more effectively in the
online-resource aided learning environment. This study uses the
course of FED 529 Computer-Based Instructional Technology as
a case to explore the learners’ preferences in the use of the
online learning resources the class provides. This study uses
both quantitative and qualitative methods. There are nine
student preferences found while they use the course online
learning resources. The findings could help us design better
online learning resources to meet the learners’ preferences and
needs, motivate student involvement, and enhance the
instructional effectiveness in the Internet assisted learning
environment.
Keywords: Instructional Design, Online Learning
Resources, networked learning, distance education.
1. Introduction
Internet-based learning resources play an important role in
learning. Teachers are incorporating, planning and
designing effective resource-based online learning
environments to enhance learners’ academic development
[2, 16], The digital resource-based learning promotes the
learners’ acquisition of effective information skills and
engenders high quality outcomes [8, 23]. The project-based
learning under a resource-assisted learning environment
cultivates the learners’ hands-on skills as well as their
thinking skills such as problem solving, reasoning, and
critical thinking through information handling and creative
experiential work [36, 41]. It encourages active participation
and information skill development through self-directed
learning and reflection as opposed to teacher-directed
instruction. It also allows for the active construction of
personal understanding through a variety of activities [17,
40]. In the resource-based learning process, students learn
how to connect information searching with knowledge
growth [30] and improve their confidence and attitudes
toward academic success and self- Image [12, 38]. Ehlers
indicates that the academic information transparency is an
important variable in an online learning environment while
providing resources and course information to the learners
Sha Li
[13]. Because of the available multimedia effect, the online
resources could foster enthusiasm and better meet the needs
of different learners. They also inspire self-image through
active interaction with information as well as with peers [21,
43]. Peluchette and Rust made a study on the faculty
members’ preference in using technology facilities for
classroom instruction [34]. They found that most faculty in
their study preference the use of the basic technology
facilities for daily instruction, such as overhead
transparencies, PowerPoint, Blackboard and whiteboard.
Very few of the faculty members expressed a preference for
teaching courses online. Learners have their own learning
preferences in relation to their habit or preference of in-
taking and processing information resources [6, 22, 33].
Felder and Brent indicate that the learner’s preference
relates to the learning style difference that exists among
college students. Tailoring the instructional resource design
to meet the different student learning styles could yield
better academic outcome [15]. Kvavik states that the
preferences the new generation of students have in their
technology-facilitated learning environment are critical
issues for us. He found in his study that students showed
their highest preference level for the moderate use of
technology, and the lowest preference level for the classes
that have no technology or the classes that are entirely
online. In addition, the students’ motivation for the use of
learning technology was very much tied to the requirements
of the course curriculum [24]. There are four major types of
learning styles that guide the learner’s preferences: (1)
visual learners (learn by seeing), (2) auditory learners (learn
by hearing), (3) Reading/writing (learn by processing text),
and (4) kinesthetic learners (learn by doing) [35]. Laddaga
and his colleagues found in their study of the student
preference for audio in computer-assisted instruction that
there are strong differences in preference for a visual or
auditory presentation mode. They suggest providing both
formats of presentation mode for the learners’ options [25].
In this Information Age, all information reaches users in
multiple dimensions. Helping students develop their
information skills is as important as teaching the subject
matter. Integrating Internet-assisted resources into
instruction has become fashionable and the associated
pedagogical strategies are flourishing. Brown and Liedholm
report that students’ cognitive strategies are the motivating
factor in choices about the learning materials, and their
learning strategies and preferences for learning materials
are very diverse [4]. Felder indicates that academic
2 (IJCNS) International Journal of Computer and Network Security,
information comes on a daily basis in both visual and aural
formats. Developing students’ skills to take in information
in both formats is necessary. He says that if an instructor
teaches in a manner that disagrees with the student’s
learning preference, the student’s discomfort level may
increase enough to interfere with his learning. However, if
the instructor teaches exclusively in the student’s learning
preference, or learning style, the student may feel
comfortable to learn, but his cognitive dexterity might not be
developed enough to meet the future challenges [14].
Byrne’s study indicates that learners tend to prefer learning
with some online multimedia better than others, depending
on their individual learning style [7]. Curtis and Howard
used a slide show to provide text-based tutorials on how to
assemble computer hard drives for the verbal/sequential
learners in their computer science class [14]. They also
provided multimedia-based tutorials in the format of
pictures, animation and video for the visual/global learners.
This allowed students a variety of options to learn in their
own preferred manner. Using multimedia programs to
improve instruction and motivate learning has become a
new issue for teachers. The Internet provides a convenient
platform for teachers to exert their expertise to design and
teach classes in a resource-based network environment. An
understanding of the learners and their preferences in this
learning format would help us increase the quality of the
instructional design and strategy in the technology-rich
learning environment.
Li and his colleagues [26] have created an online learning
model, the Online Top-Down Modeling Model, to help
enhance the learning effectiveness through the learner-
resource interaction on a graduate technology course FED
529 Computer-Based Instructional Technology course
website at http://myspace.aamu.edu/users/sha.li. The FED
529 Course is a graduate computer literacy course. It is
taught in a blended format. The course has a resource rich
website, especially on the course website where there are
previous student project models such as Word projects,
PowerPoint projects, Excel projects , graphics design
projects, and web page design projects, etc. available. This
strategy advocates retrieving the class resources from the
course website to show model projects to students first, and
then to demonstrate the new program tools and teach
specific skills when each new project is taught. Through this
strategy, the effective learning occurred, and the students’
motivation and positive attitude toward the use of
technology-aided learning resource increased. This article is
a follow-up study after that previous study on the Online
Top-Down Modeling Model. It explores deeper into the
learners’ world during their instruction under the Online
Top-Down Modeling Model, trying to better understand the
learners’ needs and perspectives to add to the literature on
the effectiveness of the online learning resources from the
learner’s side. This article focuses on the learners’
preferences in using online learning resources while
learning under the Online Top-Down Modeling Model.
1.1 Theoretical Framework of the Study
Michael Moore defines the three major types of interaction
in IT driven distance learning setting: the learner-learner
interaction, the learner-teacher interaction, and the learner-
Vol. 2, No. 8, August 2010
content interaction [29]. The learner-content interaction is
gaining more interest in empirical studies, which mostly
focus on integrating learning resources into learning
activities. The learner’s preference in an online learning
resource rich environment has aroused research attention.
Educators try to understand the learners’ preferred ways to
use the available online resources. Linda Jensen asserts the
interaction with the content as follows:
Interaction with the subject matter is the heart of
education…. In order to learn, students must have a
meaningful interaction with the content, and the content
must be presented in such as way that students will be
motivated and inspired to think deeply about it. Since the
media used for instruction can greatly affect how students
interact with the content, there is a great deal of interest in
determining how to maximize the benefits of using
individual or combinations of media [18].
Brown and Liedholm conducted a quantitative study on the
student preference in using online learning resources based
on the learner’s three cognitive styles: 1) visual versus
verbal; 2) active versus reflective; and 3) concrete versus
abstract. They assert “Generally speaking, students vary in
their cognitive or learning styles and therefore would benefit
from teaching techniques that appeal to their individual
styles” [4]. In their study, they collected data from a business
economics course in a traditional class format, which is
theory and concept-driven, and based on reading and
lecturing plus online learning resources. They found that
students valued the streaming video lecture the highest and
the classroom lecture the next. They also found that the
students’ cognitive styles correlated with the values of
different kinds of resources, but students’ GPA was not
related to the value of any of the resources. They concluded
that the blended course is more effective than the traditional
course because it has more options and learning resources to
support the students [4]. Ke and Carr-Chellman assert that
the solitary learner’s preference and the social learner’s
preference might not differ in their perspectives on the
learning situation. The solitary learner in an online
collaborative learning environment prefers internal
interaction, collaboration in an independent manner, and
interaction academically rather than socially [20]. The
learner’s preference of the online learning resources is an
indicator of their interaction effectiveness from the
perspectives of the learner. Understanding the learner’s
preference for using online learning resources would
enhance the design and instruction of the Internet resource-
based learning activities in the eye of the learner-content
interaction.
2. Methodology
This study is an action research which adopts the qualitative
and quantitative mixed method to collect and analyze the
data for findings. The purpose of this study is to understand
the learners’ preference and preference-related perspectives
in the Online Top-Down Modeling Model environment in
the FED 529 Computer-Based Instructional Technology
class. The FED 529 course was used as a case to explore the
 (IJCNS) International Journal of Computer and Network Security, 3
learners’ preferences in using online learning resources. The
qualitative and quantitative mixed research method is
regarded to better explain the process of an event and to give
a more meaningful result [10]. The mixed research method
draws from the strength of both qualitative and quantitative
approaches, and minimizes the weakness of either in a
single research study [19]. It increases the validity and
reliability of the findings by allowing examination of the
same phenomenon in different ways and promotes better
understanding of findings [1]. Sixty-five students from four
classes of the FED 529 course and the instructor, Dr. Lee,
participated in this study. The data collection covered the
fall semester of 2007 and the spring semester of 2008. We
used interviews, observation and surveys to collect both
qualitative and quantitative data, combined with descriptive
statistics and Pearson’s Correlation in analysis. For some of
the issues, we used graphs with SPSS to visualize the
relation of the variables. We present both quantitative data
and qualitative data item by item. In this way, we hope that
readers will clearly understand each itemized analysis and
perspective holistically.
3. Data Analysis
In the FED 529 Computer-Based Instructional Technology
class, the instructor, Dr. Lee, uses a course website to
integrate the online learning resources into this blended
class. The course website
(http://myspace.aamu.edu/users/sha.li) provides, in addition
to the course information and syllabus, computer-based
assignment project models/samples, FAQ tutorials
(including text FAQs and video FAQs), and multimedia
online resources such as clip art, photos, sound clips, music
background files, sample instructional websites, etc. to
enhance learning. Since the class resources are online,
students can access them anytime and anywhere. Integrating
the course website resources in instruction can provide
necessary support to the students who have unmet needs in
class because of skill level, background, and possible
absences—leaving no one "left behind." The teacher
introduces the course website to the students during the first
class of the semester and also introduces other useful
website links to students, such as Marcopolo, Alex, Intel
educational site, United Streaming, Alabama Virtual
Library, etc. There is no forceful requirement for the
students’ use of the online learning resources or what kind
of resources they need to use. Students could have their own
different preferences to access or use the online learning
resources available to them. This study tries to find their
preference tendencies and analyze the learners’ perspectives
and attitudes related to their preferences of using online
learning resources. There are nine major preferences found
in this study.
3.1 Prefer Using the Course Website Resources vs.
Resources from Other Websites
In class, we see that students are immersed in learning the
new computer skills needed to create multimedia-enhanced
projects like PowerPoint presentations, web page design,
flyer design, and graphics design. During their learning,
students generate different needs to master the knowledge
Vol. 2, No. 8, August 2010
and skills. Besides asking the teacher and classmates for
help, students also frequently access the available online
resources to find solutions; some of them prefer using more
of the course website resources, and others prefer using
more resources from other websites. Students gave survey
feedback first on their own entrance computer skill level and
then on their preference of using online learning resources
from the course website vs. from other websites. Table 1 and
Table 2 break these into percentages.
Table 1: Self–Assessed Student Skill Level
Question: As compared to the peers in class, I rate my
computer skill level as
Choices N* Valid %
1. Low level 9 13.9
2. Middle level 40 61.5
3. High level 16 24.6
* N = number
Table 2: Preference for Using Course Website vs. Other
Websites
Question: Your preference for using online learning
resources is
Valid
Choices N %
1. I used more resources from FED
529 course website than from other 28 43.1
websites.
2. I used more resources from other
websites than from FED 529 course 8 12.3
website.
3. I used FED 529 course website
1 1.5
resources only.
4. I used other website resources
2 3.1
only.
5. I used the FED 529 website and
26 40.0
other websites equally.
6. I used neither website. 0 0
In Table 1, we know that the majority of the students stay in
the middle level of the technology skill. In Table 2, the
highest rate of the students’ preference of using online
learning resource focuses on the FED 529 course website
(43.1%); the next is for the use of both the FED 529 course
website and other websites equally well (40.0%). While
12.3% of the students chose to use more resources from
websites other than the FED 529 course website, only 4.6%
chose to use either the course website only or other websites
only. No one chose not to use learning resources from
Internet. If we add the percent in Choice 1 and Choice 5,
which emphasize the preference of using the course
resources online, that is a total of 83.1%. The students’
verbal responses to this issue illustrate these trends:
• Our [class] online resources were extremely
helpful. They provided the necessary help
and tools to complete my assignments…. I
learned a lot in a short period of time about
computers.
• I think that this class made the use of the
online learning resources more
understandable and interesting. The website
caught my attention. This site made me
want to use the internet more.
4 (IJCNS) International Journal of Computer and Network Security,
• [It provides you] the opportunities to work at
your own pace and having the resources
ready available to meet your project needs.
• Using the online resources could give you
the freedom to access the information at
your own leisure. The student can also see
an array of different kinds of information
about a topic all in [one] spot. I really
benefited from the course website resources
as well as the other online resources during
my study. But I prefer using more of the
class website, because it provides
information and support tied to our projects
and assignments.
• The regular Internet resource websites have
to be previewed in depth before using.
Many sites contain too many advertisements
or inappropriate materials for the intended
project.
• Whenever I couldn’t remember what was
said exactly, I could always online for a
demonstration. I will use it for creating
projects to enhance my learning.
• I feel that the online learning resources [of
this course site] are very helpful. I use them
to keep assignments fresh and to learn new
things I may have missed in class.
• The online learning resources are well
explained. It provides ample time for me to
complete my assignments. I can learn and
make my projects at my own pace, and
experience more in-depth learning and
understanding.
It is indicated that the major benefits of the resources from
the course website include being very convenient, focused on
class content and tasks, allow ample time for students to
finish projects at their own pace, and allow students to
experience more in-depth understanding and learning. The
benefits of the resources from other sites include more
variety of resources and a broadened vision on multimedia
projects. Forty percent of the student respondents prefer
retrieving resources from both the course website and the
other websites as well. Three of those students' verbal
responses showed their reasons:
• I like to get resources from both the class
website and other websites because I would
like to see more materials on how to integrate
technology into specific subject areas: math,
science, etc.
• I like the resources from both the FED 529
website and the online resources. Searching
for information requires time and sometimes
patience. Using both sources offers a broader
range of choices.
• I used the FED 529 site mainly for technical
things. I might use other resources if I would
like to get more creative with my sounds,
pictures, clipart, or other things.
It is clear that using both the course website and other
websites to locate information and resources could combine
Vol. 2, No. 8, August 2010
the strength of both resources, which could help students
yield a higher quality learning outcome. The correlation
between skill level and the preference for using the course
website vs. other websites is r= -.053, p > .05. It is not
significant.
3.2 Amount of Multimedia Preferred
The major characteristic of the project resources online is to
provide many active multimedia features, such as sound,
animation and video. Multimedia features help build
interest, motivation, comprehension, retention and
imagination [26]. Most students like to follow the online
models as a start. They expressed their preference on
following the multimedia projects and integrating
multimedia features into their projects. Table 3 summarizes
their preferences on this issue.
Table 3: Preference on the Degree of Multimedia Use
Question: My preference to integrate multimedia
features (like text, graphics, sound effects, music,
animation, video, etc.) into my projects after the
online models is
Valid
Answer Choices N %
1. I would like to integrate all kinds
of multimedia formats, such as text,
58 89.2
color, graphics, photos, sound,
animation, video, etc.
2. I would like to consider using two
kinds of multimedia formats.
5 7.7
3. I would like to consider using only
1 1.5
one kind of multimedia format.
4. I would not consider using any
1 1.5
multimedia (except text).
The survey shows the students’ highest preference is for the
use of a combination of various formats of multimedia to
create projects. Byrne conducted a study on the learner’s
preference of educational multimedia with the use of self-
directed online learning resources [7]. His study shows that
students will prefer learning with some type of online
multimedia resources, but their preferences vary according
to their individual learning style. To understand the
students’ multimedia preference related to their multimedia
related learning style, we categorized the students’
multimedia related learning style to see if there is any
relationship between their learning style and their
multimedia preference. The students’ learning styles are
shown in Table 4.
Table 4: Students’ Media Related Learning Style
Question: Your learning style regarding the aid of
multimedia is
Valid
Answer Choices N %
1. I am a text-driven learner. 2 3.1
2. I am a graphic-driven learner. 21 32.3
3. I am a sound-driven learner. 6 9.2
4. I prefer all of the above media
36 55.4
formats in learning.
From the table above, we can see that the number 4 choice,
the preference on the use of multiple multimedia, is the
highest (55.4%); the next is the number 2 choice, graphic-
 (IJCNS) International Journal of Computer and Network Security, 5
driven preference (32.3%). After that is the number 3 and
number 1 choice. So we can see that even though sound is
an important factor in learning resources, graphics are much
more preferred. This is similar to the study by Ross et al.
that most students value integrating a variety of multimedia
instead of one or two forms of multimedia [37]. The
correlation between the students’ media related learning
style and their multimedia preference is r= -.203, p>.05. It is
not significant. We graph the Distribution of Students’
Multimedia Preference and their Media Related Learning
Style as follows:
Figure 1. The Histogram of the Students’ Multimedia
Preference and their Media Related Learning Style
From the graph above, we see that the majority of the
students’ preference, no matter what media related learning
styles they possess, cluster around the Choice 1-All Media, a
few with Choice 2-Two Media, a fewer with Choice 3-One
Media, and nobody chose Choice Four-No Media. So even
though the students’ multimedia preferences vary, they are
not restricted by their learning styles. It seems that
multimedia is a commonly shared learning preference for
them to maximize achievement. This finding does not really
agree with Byrne who states that learners tend to prefer
learning with some online multimedia better than others,
depending on their individual learning style [7]. We
examined the students’ verbal feedback on this issue, which
follows:
• I like to integrate multimedia features
because it makes the final product look
professional. It is also very interesting and
fun to see many different enhancements you
can attach to your project.
• Using more [multimedia] features allows your
presentation to be more exciting and relayed
to your audience. If a project is too simple or
simply put together, it’s usually hard to get
your point across without boring others.
• I think when you use multimedia in
PowerPoint, for example, it keeps the attention
of your audience longer than if you were not to
include anything.
• I work with special need children. Some
seeing, some not. I would use sound for my
blind or low vision class, and graphics for the
children who are seeing.
Vol. 2, No. 8, August 2010
• It [multimedia] gives the students more to see
than text only project. It helps you explain or
demonstrate an idea. But sometimes it is hard
to focus on the information if too many
multimedia forms are used.
Dr. Lee also notes that when he began to teach this FED 529
class, he presented students with printout project models,
such as flyers, web pages, PowerPoint presentations and
graphics design. Since the creation of the course website for
FED 529, the model projects all moved online. This brings
all the multimedia features alive when showing model
projects to the students either from the web browser or
downloaded to show on the computer. Students are
motivated by the multimedia functions and interested to
learn with multimedia. He could not see very many learning
style differences related to the preference of using
multimedia in learning to create assigned projects. The
possible reason for this might be the information carried by
the visual, sound, animation and video has the closest
representation of the real world that relates to everybody’s
daily life and personal experiences. The next reason might
be that the students’ computer skill level has generally
increased as compared to past years. This greatly increases
their ability to decode multimedia based information other
than text and reduces the dependence on one kind of media
such as text to receive information. Thus, their learning
styles related to the retrieval of information have changed to
accommodate the new information formats to be more
effective.
3.3 Online Learning Resources vs. Printout Learning
Resources Preferred
The FED 529 class website has many resources to cater to
the students’ needs for the content areas, anytime and
anywhere. Students could view them online or download
them to carry around. Those resources include syllabus,
rubrics, project models, FAQ tutorials, multimedia resources
(sound clips, clip art, photos, videos, sample websites, etc.)
and links to other resources such as the Thinkfinity, United
Streaming, Virtual Library, etc. This facilitation supports
students during their learning processes. The students’
feedback on their use of the learning resources online vs.
traditional printout resources is listed in Table 5.
Table 5: Student Preference for Online Learning Resources
vs. Printout Resources
Question: For learning resources formats used in
this class, such as project models, FAQs,
multimedia resources, etc., which do you prefer?
Valid
N
Answer Choices %
1. I prefer online learning
resources 30 46.2
2. I prefer traditional printout
resources 1 1.5
3. I prefer both 34 52.3
4. I prefer neither 0 0
The highest preference is number 3 for both online learning
resources and the traditional printout learning resources
(52.3%). The second highest preference is number one for
the online learning resources (46.2%). The preference for
6 (IJCNS) International Journal of Computer and Network Security,
only the traditional printout resources is extremely low,
(1.5%), and the preference for neither is 0%. If we put
choices 1 and 3 together, both of which relate to the use of
online learning resources, the total number will be 98.5%.
Clearly, the resources online are the most favored by the
students. The students gave their verbal feedback to further
detail this:
• Putting the learning resources online gave me
a wide arrange of options to choose from. It
broadened my computer vision and skills. I
really need those from the website, such as
schedule, syllabus, models, Sounds, clipart,
FAQs, and blackboard access.
• If I forget how to use a program, I would
immediately access the website to get the
information I needed. The printout resources
are useful, but are dead. The resources online
have all the multimedia features embedded,
[such as] sounds, animation, vivid color,
videos, and changeable features. Resources
online are live ones. The printout is dead.
• I used the syllabus each week before class. I
then looked at student work examples on the
Internet and any teacher’s directions available
there to help me prepare for class. When I look
at the FAQs, I like to turn on speakers to hear
the teacher’s voice, but the printout FAQs
don’t have voice. It’s silent text only. But the
printout is easier to read. Having an access to
both online resources and a copy of the
printout in hand is better.
We can see the reason that students favor the online
learning resources is that resources online can keep their
computer-based multimedia features “live” on computers,
and also take the benefit of the Internet to reach the
resources any time. The advantage of the printout resources
is “easy to read.” The comparison of the features of online
learning resources and the printout learning resources is
listed in Table 13 in the Summary and Discussion section.
3.4 The Online Syllabus vs. the Printout Syllabus
To know about the students’ preference specifically, our
survey went deeper to probe the students for their
preferences in specific areas. About their preference for the
syllabus in the online format and printout format, the
feedback was solicited in two questions as shown in Table 6:
Table 6: Student Preference for Online Syllabus and
Printout Syllabus
Question: If you have only two formats of syllabus
to choose from, which do you prefer?
Valid
N
Answer Choices % will help me when I am at home, even though
1. I prefer the online syllabus. 40 61.5
2. I prefer the printout syllabus. 25 38.5
Question: If you have three formats of syllabus to
choose from, which do you prefer?
Valid
N Internet. I use both ways to access syllabus
Answer Choices %
1. I prefer the online syllabus. 22 22.0
2. I prefer the printout syllabus. 3 4.7
3. I prefer both. 39 60.9
Vol. 2, No. 8, August 2010
In the first question, 61.5% of the students prefer the
syllabus online and 38.5% prefer the printout syllabus if
there are only two options; in the second question, the
students who prefer a printout syllabus dropped to 4.7%,
while those who prefer an online syllabus becomes 22.0%,
and those who prefer both formats is 60.9%, if there are
three options for them to choose from. That means only
4.7% of the students prefer a printout syllabus only in any
condition; all others prefer a syllabus either online or in
both formats. We unfold the students’ opinions to see how
they explain this in their own perspectives:
• I like it [syllabus] online because I don’t have
to keep up with the hard copy. I am always on
my laptop computer and find it very easy to
access it. If it is a hard copy, it is just another
piece of paper to keep up with and fill. It is
hard to lose it online.
• I like the online syllabus because I can access
it at all times from any computer.
• I prefer an online syllabus simply because it
never gets lost, and it’s easy to access without
long pointless searches, since I’m always on
the computer. Anyway, online syllabus works
better for me.
• I like it online because I have access to it
wherever I was. I occasionally travel, and I
could refer to it when doing homework away
from home.
Those students who prefer both formats presented
their reasons as follows:
• They both are effective. The online syllabus is
better because a person can access the
syllabus at all times.
• I like both methods of receiving a syllabus. It
is always important to have a backup. It is
good to have a copy online in case you lose
your hardcopy. However, it can be somewhat
of a hassle to have to look up assignments
online. I think both are good. The online is
especially good if you remember to print out a
copy.
• I like both. It depends on what you are doing.
Sometimes you want it to be online because it
is always there. But the paper handouts are
easier to read than on the Internet. You don’t
have to click, click, and look around for
them.
• I prefer syllabus in both areas. I’m a student
who doesn’t have a printer. But a hardcopy
I like the online syllabus.
• In my own background I used to read only
printout syllabi. I didn’t know how to type in
the course web address to find it online. After
one semester, I can locate the syllabus on the
now.
 (IJCNS) International Journal of Computer and Network Security, 7
Vol. 2, No. 8, August 2010

The students who prefer hardcopies only of the syllabus

gave their opinions as such:
• I prefer a hardcopy so that I can make notes
and/or changes to assignment due dates on it
as the semester goes on.
• I like a hard copy because I’m often in a
position without either internet or computer. I
do not have time to go online. I like getting it
the first day of the class.
• Hardcopy! This way, I can access it anytime
and anywhere without technical difficulty.
In summary, students find that the advantages of the online
syllabus are its convenient access, easy to use when
traveling around, and keeping the syllabus from being lost.
The students who like the syllabus in both online format and
Figure 2. The Student Skill Level and Preference for Online
printout format state that having access to both formats of
Models vs. Printout Models. (Option 2 for the printout
the syllabus is more beneficial and flexible. You can take
format is omitted because it has 0 people selected)
advantage of both. But the students who prefer the printout
format of the syllabus indicated that a hard copy is good for
• Every resource on the FED 529 course website
keeping notes and marking the changes of the assignment
has helped me or motivated me to learn in
due dates, if any. It is useful when you have no access to
some sort of way. I am glad I had to take this
Internet or computers, or hope to stay away from technical
class because it increased my computer
frustration. The positive aspect of this class is that it
knowledge and gave me examples of work
provides both syllabus possibilities: online format and
presented by others.
printout format (students could print out the syllabus in the
lab or at home from the Internet). • I like the online models projects. For example,
the flyer project model. When I open it, I just
3.5 Preferring Viewing Project Models Online vs. see different layout and design. I got an idea
Printout Project Models what other people did, how they did it, what
color they used. It helps me spark my idea to
The project models provided online are an important work on my own project out.
component in the Online Top-Down Modeling Model. To • If showing me only the printout model
know how effective the online models are to the students, we projects, many things I cannot grasp
probe the students for their feedback as follows: completely. Because I cannot fully understand
without animation, music playing, formation
Table 7: Student Preference for Online Projects vs. of the multimedia components like animation
Printout Projects path and sequencing. These features are only
Question: When viewing previous students’ functioning when they are playing on
project models/samples, you prefer computers or on Internet.
N
Valid • The resources on the FED 529 course website
Answer Choices % are a wonderful guide. Honestly, I would get
1. Viewing them online. 35 53.8 lost without many of the examples. I kept them
2. Viewing them in printout. 0 0 minimized [with Internet browser] while I was
3. Viewing them in both of the working [on my computer].
above formats. 30 46.2
It is obvious again that the multimedia features are the main
attraction to produce good computer-based projects. But the
The data shows that 53.8% of the students prefer project majority of those features are only functioning on computers
models online; 46.2% of the students prefer both formats; or on the Internet, not on paper printout. That is why
and 0% of the students prefer project models in printout. students prefer them online or in both formats, instead of
The correlation between the student skill level and their printout only.
model format preference is r= -.163, p<.05. It is not
significant. The graph of the relation between the skill level 3.6 Preferring Format of Text FAQ vs. Video FAQ
and the model format preference by the percent of the cases
The FAQs are actually tutorials provided on the FED 529
is as follows:
course website for students to learn how to make new
From the above graph (figure 2), we see that the line slopes
projects. There are two kinds: the text FAQ and the video
of the high level and low level regarding the preference of
FAQ. The text FAQ is the text tutorial and the video FAQ is
the use of the models online and both online/printout
a screen captured video tutorial. It is made with Windows
formats go in opposite directions, while the middle level
Media Encoder, something like Comtasia screen capture.
stays horizontal. Students’ verbal responses to this issue
Windows Media Encoder is a freeware provided by
further illuminate these preferences:
Microsoft Company. The students’ data feedback on the use
8 (IJCNS) International Journal of Computer and Network Security,
of the FAQ formats is solicited through two questions. They
are shown in Table 8.
Table 8: Students’ Preference for Text FAQ vs. Video FAQ
Question: If you want to use FAQs to learn a new
project and you only have two options, which do you
prefer?
Answer Choices N Valid %
A. I prefer using text FAQs. 6 40.6
B. I prefer using video FAQs. 39 59.4
Question: If you want to use FAQs to learn a new
project and you have three options, which do you
prefer?
Answer Choices N Valid %
A. I prefer using text FAQs. 13 20.0
B. I prefer using video FAQs. 16 24.6
C. I prefer both 36 55.4
In the first question of Table 8, the feedback shows that
59.4% of the students prefer using video FAQs, while 40.6%
of the students prefer using text FAQs, if there are only two
options provided. Then the condition breaks down from
providing two options into three options in the second
question. The responses to the second question show that
55.4% of the students prefer using both formats of FAQs,
24.6% of the students prefer using video FAQs, and 20.0%
of the students prefer using text FAQs. For the first
question, if two options are provided, r=-.165, p>0.05. The
correlation is not significant. For the second question, if
three options are provided, r= -.047, p>.05. The correlation
is not significant either. Then we graph the two correlations
by the percent of the cases with SPSS in the following two
figures.
If only two options are provided, we can see in the graph
that the low technology level students have a sharp tendency
to use the video FAQs and not to use text FAQs at all; the
middle technology level students have a similar tendency of
using more of the video FAQs and less of the text FAQs.
Only the high technology level students have a tendency to
use more of the text FAQs and less of the video FAQs.
Figure 3. The Relation between the
Skill Level and the 2 FAQ Options
If we merge the low level student’s tendency line with the
middle level student’s tendency line, it would be even
clearer that the high technology level students’ and the
lower level technology students’ FAQ use tendency lines go
to the opposite direction.
Vol. 2, No. 8, August 2010
Figure 4. The Relation between the Skill
Level and the 3 FAQ Options
In Figure 4, we can see that if three options are provided,
the high skill level students have the highest level of
preference for using text FAQs as compared to the other
students, a low level of using video FAQ, and a high level of
using both formats of FAQs. The low skill level students
have the highest level of preference for using both formats
and lowest level of using text FAQ. The middle level
students have a relative high tendency of using both formats
of the FAQs and relative low tendency of using the text
FAQ.
In class, it was also observed by Dr. Lee that there was some
difference in learning style between the low technology level
students and the high technology level students. The low
level students usually are more dependent on the tutorials if
they cannot get the teacher’s on-screen illustration, and they
would take more time to view and follow the online FAQ
tutorials step by step to learn a new project; the high level
students preferred to spend less time viewing the online
FAQ tutorials if needed, but they were more independent in
producing their own projects. The low level students
preferred viewing more video FAQs online, while the higher
level students preferred viewing more text FAQs online.
Two low level students gave the following explanations:
• I used more of the video FAQ than text FAQ to
learn, [because] It takes me less time to
understand what we’ll do and how by viewing
the projecting processes on a video. I just
follow it. I can view it again and again if I still
do not quite understanding.
• I didn’t know PowerPoint, [and] Microsoft
Word. I haven’t enough experience. But now I
know how to do things like web page, and
Excel grade book, too. I used resources online
a lot. I missed classes, so I had to go in
looking at the available resources. Such as, I
used video FAQ for [catching up with]
webpage design. That works real good for me.
And a higher skill level student gave us another story:
• (The) text FAQ is enough for me. I already
have a very good background with computers.
I can understand what it says in the text
description. I browse text faster than viewing a
video.
From here we can see that low level students are
more dependent on the visually presented tutorials that
guide them on a computer screen throughout the process of
 (IJCNS) International Journal of Computer and Network Security, 9
creating a new project, while the higher level students are
more independent of the visually presented tutorials to learn
a new project. It is easier for them to decode the hands-on
learning guidance out of a text tutorial with their rich
experience and knowledge. But the instructor states that
during an open-note quiz or test, it is different. The high
level students have no difficulty creating a project for a quiz,
while the low level students preferred downloading a text
FAQ to bring into a quiz where referring to notes was
allowed; when faced with a time limit, viewing a video FAQ
takes longer than viewing a text FAQ. More notably, the low
level students become more familiar with creating the tested
projects now than at the time they started to learn them as
new projects. Their tutorial preference has changed at this
point. This is also supported by one student's comment:
I used more of the video FAQs when I started
this class. But I find that the text FAQs equally
helped me later on. Because I get more familiar
with the terms used in the text FAQ. I can
understand them now. So I am using both.
A few students mentioned in the interview that they
did not use FAQs to learn their projects because they
thought that their technology experiences were good enough
and the teacher’s in-class instruction presented enough for
them to go by. One student said,
I have never used FAQs. I think I am real well
on the basics of technology. I have no difficulty
to finish project assignments in class. On the
other hand, I don’t have to stay on the top of
technology. I don’t have to catch up with
everything. Finishing my course requirement is
what I currently want.
So we can see that this student preferred avoiding using
FAQs because he/she thought that he/she already had a good
background in one way, and just expected to meet the basic
requiremenst for the assigned project in another. As you
know, manipulating the higher level skill for a creative
project design requires more self-efficacy and unique
creativities. But those were not covered in the FAQ tutorials
which start only from the basic required skills.
To test and really see how dependent or independent the
students are of the video FAQ, one day Dr. Lee asked the
whole class of students to learn a new project on their own
with the aid of the FAQs only, without the teacher’s on-
screen illustration. It turned out that the majority of the
students, more or less, resorted to the video FAQs a lot,
regardless of their skill levels. So we can conclude that the
first visual experience is important for every beginning
learner. Those who usually prefer using text FAQs instead of
video FAQs to learn a new project have actually gained
related visual experiences (including physical experiences)
in advance in that specific area. If they don’t, they also
prefer to gain the first visual experience when they start
learning a new project.
The next finding is that Preferences 5 and 6 have interesting
results. That is, regarding the online model formats in
Preference 5, the high technology skill level students have
an extremely high level of preference for using online
models and an extremely low level of using both online and
printout formats; while the low technology skill level
students have a relatively lower level of using online model
Vol. 2, No. 8, August 2010
projects and a relatively higher level of using both online
and printout formats. The middle level students have a
tendency of using online models and both online models and
printout models equally well. Nobody prefers using printout
models only. Regarding the format of online FAQs in
Preference 6, the high technology skill level students have a
higher tendency of preference for using more printout
format and less video format, while the middle and low level
students have a higher tendency of preference for using
more video FAQs and less text FAQs.
3.7 The Preferred Sequence of Viewing Models vs.
Learning New Tools
Learning activity is in a sequential process (Bennett, 1999).
In the Online Top-Down Modeling Model setting, showing
students the model projects is a necessary procedure before
teaching a new project. It is beneficial to know which
sequence is better for students to reach the best learning
efficiency. We asked students whether the teacher should
show them the online model first or show them new
program tools/features first, like the tools/features in Word,
PowerPoint, Excel, Access, Paint, webpage design, etc. to
meet their sequential preference. The students’ responses are
shown below:
Table 9: Student Preference for Sequence of Model and
Tool Exposure
Question: When the teacher starts showing me a
model project before teaching us about that project,
I would like the teacher to show me in the sequence
of
Valid
Answer Choice N %
1. First show me the model project
-- then teach me how to use the
50 76.9
program tools/features -- then let
us work on our project.
2. First teach me how to use the
program tools/features -- then show
13 20.0
me the model project -- then let us
work on our project.
3. First let us work on our project -
- then teach me how to use the
1 1.5
program tools/features -- then show
me the model project.
4. First let us work on our project -
- then show me the model project -
1 1.5
- then teach me how to use the
program tools.
In the survey feedback, 76.9% of the students prefer viewing
project models first and then learning the new program tools
and work on the project, while 20% of the students prefer
viewing the program tools/features first and then watch the
models and begin working on the new project. This verifies
that the learning sequence of the Online Top-Down
Modeling Model fits the majority of the learners’ sequence
preference, which provides the students with model projects
first and then engages the learners in learning new features
and tools when working on the new projects. Students
voiced the perspectives behind their preferences:
• I want to see the models first because I want to
see what I am to be doing. I am a visual
learner, so it’s important for me to see it first,
10
and I get a better understanding. It would be
more difficult if you show tools first for me to
learn…. It just easier for me to understand
when I actually see it being used as apposed to
just being told to do it.
• It’s pretty cool to see in result that you can do
that…. I just like to say I like to see the models
first. It was difficult when you’re telling me,
and teaching it. When I see it, you know, it
feels more exciting and more interested to start
doing.
• I think it’s good to see the models first because
you can see exactly [what] the capabilities are.
And then when you show the tools, you have
an idea in your head already and what to do
with those tools.
• I like to see the models first, because it gives
you ideas of what to come. I just prefer to
visualize before I actually use it. It helps me
feel motivated. Those models are excellent.
They helped me very much…. If you have to
explain it, and show us later, I wouldn’t catch
on to the very end. I am a visual learner. It just
takes me longer to catch on. And I think if you
show me what I could create, it makes more
fun, it makes more sense, it makes more
exciting, and more memorable….
One low level student told us his preference:
• I am a beginner with computers. I am not
familiar with most of the program tools. I
would like to see tools first and models second.
If I can see tools first, it would be better for me
to relate the tools to how the models were
created [with them]. But if I see models first, it
will be difficult for me to relate the models to
each specific tool and how to create the project
with those tools.
But another low level student had a different
vision; he said:
• I am not good at computers at all. For me, I
would like to see the models first at the start.
The models you showed us from Internet are
interesting and well made. It makes me
interested to learn computers, and do the
project we are supposed to learn. While I am
learning to make the project, I will learn the
tools also.
This suggests that if the teaching sequence conforms to the
learner’s sequence preference, it’s more motivating,
interesting, and memorable. Otherwise, it would be
confusing and affect understanding, memory of what has
been shown and how to do the task. To fix this issue to meet
all learners’ needs in the sequence of showing models, the
teacher usually adopts a flexible strategy. For some of the
projects, he would show models first if this involves students
more effectively. For others, he might show tools/features
first—especially when those programs are new to the
majority of the learners—leaving options for them to view
tools or models on their own after the teacher’s
demonstration, taking advantages of the strength of the
Online Top-Down Modeling Model.
(IJCNS) International Journal of Computer and Network Security,
Vol. 2, No. 8, August 2010
3.8 Preferring Viewing High Quality Model Projects vs.
Lower Quality Model Projects
Exposing students to a learning outcome first is effective to
start students on a new project-based learning task [32].
There are many previous student model projects on the
course website to be displayed to the students when they
start to learn to make that kind of project. But the quality of
the model projects online is an issue among people.
Traditionally, teachers like to show the high quality project
models to the students as guidelines and criteria when they
start learning a new project. But as observed, some of the
students uttered their discomfort when they were first
exposed to a high quality model project. With this issue, we
posted a question in the survey to solicit feedback from
students:
Table 10: Student Preference for Viewing High Quality
Model Projects vs. Lower Quality Model Projects
When the teacher displays a new model project to
you before you learn to make that project, what
quality project do you prefer?
Valid
Answer Choices N %
1. I like the high quality, excellent
25 38.5
models.
2. I like both high quality and lower
39 60.0
quality models.
3. I like the lower quality models. 1 1.5
The survey shows that the students’ preference for the
quality of the online project models varies. From Table 10,
we can see that 60.0% of the students like to view both high
quality and lower quality project models on the class
website; while 38.5% of the students like to view the model
projects of high quality. Only 1.5% (one student) prefers
viewing the model projects of lower quality. The correlation
between the students’ skill level and the model quality
preference is r=.029, p>.05. It is not significant. We graph
the distribution of the student computer skill level and their
preference for the quality of the project models by the
percent of the cases below:
Figure 5. The Histogram of Different Computer
Skill Levels related to Model Quality Preferences
From Figure 5, the students of different skill levels are
virtually spread around among the first choice and the
second choice, excepting the third one. But relatively more
low level students prefer high quality project models, more
middle level and high level students prefer both high quality
 (IJCNS) International Journal of Computer and Network Security, 11
and lower quality models, and only a small portion of the
low level students prefer lower quality models. This graph
displays that the majority of the students have a self
expectation for aiming at the high quality projects but prefer
a broadened vision of the model projects at varied quality
levels. There are still a small number of the low level
students who prefer viewing the lower quality project
models. Probably students like them need a period of
transition from being exposed to lower quality models to
high quality models, depending on development of their
knowledge and skills. To understand how students feel about
the quality of the project models, we solicited verbal
responses through interviews, which follow:
• The high quality model projects inspired me. I
just got excited to see PowerPoint projects can
be so beautiful and impacting. It has so many
functions and can do many things. When I see
them, I really want to learn those skills. I think
my students will like them, too.
About the lower quality projects, student responses varied:
• It kind of helps you know what’s going on. If
you look at something you don’t like, you say,
“OK, I can do something better. That’s not a
good thing to do.” And you feel how you could
do it a different way.
• If I see only highly excellent projects, I would
get scared. I am a slow learner. I would like to
start seeing the lower level projects first. That
would be close to my level. I might like higher
quality ones in a later time.
Students who prefer both high quality and lower quality
project models used their own judgment to evaluate the
projects when both higher quality projects and lower quality
projects were provided:
• Well, [I] like this one better than that. I don’t
think this is eye-catching as the other one.
You see its Christmas looking, and this is
February. So I don’t think those two things go
together.
The lower level students had more concerns and anxiety
when they started each new project. They felt a pressure
when they saw the previous students’ model projects:
• I am intimidated to see those projects. They
are excellent. I am afraid I am far behind them
[and I] cannot pass this class. My technology
is pretty low. A lot of students in this class are
not at the same level to use technology. I am
concerned.
• I feel I just cannot do so many things at a time.
There are a lot to learn. We are overwhelmed
by those new features and skills we don’t
know.
In conclusion, the learning process is both a growing
process and a changing process. Students start learning from
their different starting points. Both high quality models and
lower quality models are beneficial to the students of this
class. In the design of the model resource online, we need to
hit the point of providing some of the lower quality project
models along with the higher quality project models to
Vol. 2, No. 8, August 2010
model the hands-on learning process to meet the students’
needs at various levels.
A. 3.9 Preferring Sharing Online Learning Resources vs.
Personal Use of Online Learning Resources
As Wolf said regarding the Big Six Skills [44]), the
information literacy skills include using and sharing the
information for scaffolding each other in brainstorming and
problem solving. Sharing learning resources/information is
a required component in class. Teamwork is assigned to
develop students’ skills of collaboration. The instructor
encourages students to pool their efforts and information for
learning tasks. Students’ responses about this issue are in
Table 11:
Table 11: Student Preference for Sharing Online Learning
Resources vs. Personal Use of Online Learning Resources
Question: My general preference for sharing online
learning resources and information is
Valid
Answer Choices N %
1. I like to share my
resources/information among peers 62 95.4
and also like to share other people’s.
2. I don’t like to share my
resources/information among my
peers and don’t like to share other 2 3.1
people’s. I just like to work things
out on my own.
3. I only want to get
resources/information from other
1 1.5
people but don’t like to let other
people share mine.
4. I only give other people what I get
but don’t like to get
0 0
resources/information from other
people.
Over 95% of the students prefer the shared use of the
resources/information. In class, the students made effort to
discuss, brainstorm, and share the information, resources,
and experiences while trying to increase the quality of their
project. When they were presenting their final projects for
class evaluation, students often asked the presenters how to
find the resources like content subjects, sound clips, photos,
videos and even narrations. The presenters were not only
presenting their final projects, but also introducing their
ways of finding those online resources and how to screen
resources for their projects. The students offered feedback
about their shared use of resources and information:
• One strength of this class is the idea of “class as
a family" and team work. I have learned new
things from collaboration with others in the class.
I have never used MyLabSchool.com before. Jane
told our group about that. We retrieved something
from that website, and it works great.
• I learned lots on the PowerPoint projects from
Shiena and Jennifer. We shared the PowerPoint
FAQs and experimented with the animation
motion path. I also learned some of the things that
the instructor says we might easily miss, such as
hiding the sound icon in PowerPoint slide show
and sequence the animated objects in animation
advanced time line. Without my classmates
12
reminding me, I might miss some of those
important areas.
• The discovery learning was by trial and error. I
learned quickly what didn't work and sometimes
took the "long way" to get back on track! I really
learned a lot from my teammates and others in the
class. The discussions and collaborations allowed
deeper understanding for subject matter.
• There was the exact amount of discovery,
cooperative and self-actuated learning. This was
helpful in the experience needed to be successful
in class. It tastes delicious! 1. Discovery learning-
-it's exciting to learn by doing; 2. Cooperative
learning -- I learned from my partner in doing our
projects; 3. Brainstorming--we brainstormed in
ideas before we started our projects; 4.
Constructivist learning -- we learned by
searching, doing, and creating.
The majority of the students could understand the
importance of sharing the online resources/information and
work together to enhance their learning outcome and project
quality. Using people’s resources and wisdom to achieve a
common goal is a necessary competency. This class provides
the opportunity to let students experience and share the
information and to prepare them to be ready for teaching in
the Information Age. The last survey question in Table 12
checks for students’ attitude change toward using the online
learning resources.
This survey response shows that 87.7% of the students’
attitudes (including Choice 1 and Choice 2) have changed
Table 12: Students’ Response about their Attitude Change
Question: After this FED 529 class, your attitude
toward using online learning resources is
Valid
Answer Choices N %
1. My attitude has changed from
14 21.5
bad to good.
2. My attitude has changed from
43 66.2
good to better.
3. My attitude remains the same. 7 10.8
4. My attitude has changed to
1 1.5
worse.
either from bad to good or from good to better; 10.8%
remains the same; while only 1.5% (one person) reported
that his/her attitude had changed to worse. The 10.8% of the
people who choose Choice 3 are probably those who already
have a good or bad attitude but no change in this semester.
Since this survey is anonymous, we did not find a chance to
ask those who chose Choice 3 and Choice 4 to identify the
exact problems for analysis. But the overall evaluation of the
students’ attitude toward using online learning resources is
in a “gaining” process instead of a “failing” process.
Meanwhile, students voiced their high preference of the
online learning resources because of their “live” multimedia
features as opposed to the “dead and silent” printout
resources. Table 13 is a comparison of the tallied benefit
points of multimedia features of online learning resources
vs. printout learning resources in this class.
The total effective feature point ratio between the online
learning resources vs. printout resources is 198:56, and the
average point ratio is 14:4. From this comparison, it is clear
(IJCNS) International Journal of Computer and Network Security,
Vol. 2, No. 8, August 2010
that the online learning resources have a much higher
advantage level over the printout learning resources. This
partly accounts for the reason why more students prefer
using online learning resources. The positive side is that
more and more students are accustomed to the use of
computers, and their technology barrier is diminishing
while they build up more experiences to retrieve resources
online, and that their multimedia awareness is increasing
through the learning process.
4. Discussion and Conclusion
This study has yielded some impressing findings
regarding the learners’ preferences and perspectives in
using online learning resources in the Online Top-Down
Modeling Model environment. For example, more of the
students prefer the online model projects to contain both
high quality and lower quality examples to meet the
students’ varied needs. Most teachers might think that the
model projects are the expectation and criteria for the
learners’ outcome, so they usually pick the highest quality
projects as project models for students. They might be
gratified with their well-developed course website but
overlook the fact that the students’ backgrounds are not the
same, and their starting points are different. Their needs and
self-expectation toward learning a new project are different.
According to the Bloom’s Taxonomy, the learning process
is a gradual development, from lower level to higher level
[5]. In developing the online learning resources, we still
need to follow those guidelines, making the online learning
resources an attractive component to involve learners
instead of scaring the learners and increasing their learning
anxiety at the starting point [11]. The next interesting
finding is that the majority of the students like to have a
syllabus as both an Internet and printout resource. Since we
provided the course resources online, whenever students ask
the teacher for course materials, the answer is often
“They’re on the website.” The teacher might think that since
the learning resources are already online, available anytime
and anywhere and the learner’s needs are met. But the
students’ responses suggest that the students’ needs might
not be gratified by only one format of resources, possibly
because of the fact that some of them are not familiar with
the Internet, or don’t have a convenient access to the
website. The access to a copy of the hardcopy syllabus is still
necessary, even though students are placed in an online
resource-ready environment. It reflects the students’
preferences during their switch between their uses of the two
formats of learning resources, online learning resources vs.
printout resources. It is the fact that even though learning
occurs in the information rich Internet-assisted learning
environment, traditional resources are still a necessary
component for learners. The findings of this study could
enlighten the teachers who try to design learning resources
online to enhance the effectiveness of instruction in
traditional and non-traditional classes to expect successful
outcome among the learners at various levels.
The brief outline of this article was shown as a research
brief in the Quarterly Review of Distance Education 10(3).
(IJCNS) International Journal of Computer and Network Security, 13
Vol. 2, No. 8, August 2010
14 (IJCNS) International Journal of Computer and Network Security,
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Author Profile

Sha Li received his doctoral degree of

educational technology from Oklahoma
State University, 2001. His research
interests are in E-learning in the networked
environment, distance education,
multimedia production, and instructional
design with technology. He is also an
instructional design facilitator for the local public school
systems.