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The 2019 coronavirus disease (COVID-19) pandemic impacts the learning and teaching experiences of faculty, students, and school staff at all levels of education around the world. While most schools face the challenges of closing down campuses, moving courses online, and relying on technology tools to deliver instructional activities, as one of the few countries with a regular semester schedule, universities in Taiwan have different experiences handling the current situation. This reflective essay aims to share the countermeasures that the Center of Teaching and Learning Development (CTLD) and Digital Learning Center (DLC) at National Taiwan University (NTU) took to keep everything going commonly during the uncommon time. The pandemic impact was discussed from the interrelationships of university policy, course, and instructor. We used Bloom's cognitive, psychomotor, and affective domains of knowledge to guide the implementation of related actions. Based on our learned lessons and reflections, we provide five suggestions regarding future precautions to other educational institutions.

As freely adoptable digital resources, OpenCourseWare (OCW) have become a prominent form of Open Educational Resources (OER). More than 275 institutions in the worldwide OCW consortium have committed to creating free access open course materials. Despite the resources and efforts to create OCW worldwide, little understanding of its use exists. This paper reports OCW project development at National Taiwan University (NTU) and investigates its use with Google Analytics. Reports include strategic plans to overcome challenges to OCW creation and implementation, the project's growth and maturation, overall use of OCW, and possible future directions. As a result of its 5-year development and of lessons learned, the NTU-OCW experience features: (1) integrating resources on campus and established operating procedures; (2) setting course selection criteria featuring the strength of NTU and Taiwan; (3) providing coherent program support to enhance faculty participation; and (4) adhering strictly to the Creative Commons license. Data from Google Analytics was reviewed for better understanding of the use, characteristics, course preferences, and behaviors of NTU-OCW users. Results show visitors were primarily lifelong learners (65%) in informal learning settings. Statistics indicate an overall successful use of NTU-OCW for Chinese speaking users, especially in urban areas where information and communication technology is more developed. Potential impacts and future improvements are discussed, including how to promote usage of OCW courses for on and off campus users, adding rating features and indexing for customizing search, and integrating OCW into the learning management system (LMS) as part of OER.

The major purpose of this study was to develop a survey to measure elementary school teachers' self-efficacy for web-based professional development. Based on interviews with eight elementary school teachers, three scales of web-based professional development self-efficacy (WPDSE) were formed, namely, general self-efficacy (measuring teachers' general capabilities of using Internet tools or completing basic web-based tasks), interaction self-efficacy (assessing teachers' perceived abilities of engaging in interactions in online professional development activities), and applying self-efficacy (evaluating teachers' confidence level of applying what they have learned in web-based professional development to their future teaching). The results of Exploratory Factor Analysis (EFA) indicated that the three scales of WPDSE arising from the interviews and the Cronbach alpha values, ranging from 0.92 to 0.85, were acceptable. Subsequently, a large-scale survey was conducted to examine the relationships between teachers' self-efficacy and attitudes toward web-based professional development with a sample of 214 elementary school teachers in Taiwan using a questionnaire that included WPDSE and an established scale for measuring attitudes toward web-based professional development (AWPD). The results indicated that teachers' self-efficacy played a positive role in their attitudes towards web-based professional development. The results also indicated that teachers' confidence in their interaction self-efficacy and in their applying self-efficacy was more important than their confidence in their general self-efficacy in predicting their attitudes toward web-based professional development. Implications of the study findings were also discussed.