Study on Online Learning, Library Use and Learning Effectiveness for E-learning Master Program Students in Taiwan

Since 2008, the Ministry of Education has promoted a number of in‐service elearning master'sprograms for working persons. Learners feel that e‐learning is convenient and flexible, but theirlearning effectiveness is often questioned. The purpose of this study is to explore the online learning,library use and learning effectiveness of in‐service elearning master progrm students and influencingfactors of learning effectiveness. In this study, a survey was conducted to investigate in‐serviceelearning master progrms. The questionnaires were collected for nine master's progams in six schoolsin Taiwan, and 196 responses were collected. The results show that there are more female studentsthan males in the elearning master programs, and the average age is between 31 and 40 years old. Themain motivation for learners to study the master's programs are self‐pursuit, job needs, andpromotion. The choice of elearning mainly considers family, work and commuting time. Elearningmaster students more use library electronic resources and have high satisfaction with the library(average 4.07), affirmation of the teaching effectiveness of elearning (average 4.57), good evaluationof the course platform (average 4.44), and self‐evaluation learning is effective (average 4.42). Theteaching effectiveness of the elearning of students, the curriculum platform and teaching materials,and the satisfaction of the library are related to the self‐evaluation learning effectiveness of the students. It shows that when in‐service elearning master students are interested in the teachingeffectiveness, course platform and teaching materials, and library satisfaction, the effectiveness ofself‐assessment learning will also increase. In addition, different grades and use fequency of electronicresources in libraries has different effects on student learning effectivenesss.