| dc.contributor | 資管系 | |
| dc.creator (作者) | 管郁君 | zh_TW |
| dc.creator (作者) | Huang, Eugenia Y.;Lin, Sheng Wei;Huang, Travis K. | |
| dc.date (日期) | 2012-01 | |
| dc.date.accessioned | 5-Mar-2015 14:58:40 (UTC+8) | - |
| dc.date.available | 5-Mar-2015 14:58:40 (UTC+8) | - |
| dc.date.issued (上傳時間) | 5-Mar-2015 14:58:40 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/73675 | - |
| dc.description.abstract (摘要) | Learning style is traditionally assumed to be a predictor of learning performance, yet few studies have identified the mediating and moderating effects between the two. This study extends previous research by proposing and testing a model that examines the mediating processes in the relationship between learning style and e-learning performance and the moderating effects of prior knowledge. The results show that the sensory/intuitive dimension of learning style predicts learning performance indirectly through the mediation of online participation. However, other types of learning styles do not affect online participation. Sensory students demonstrate a higher level and intuitive students a lower level of online participation. Prior knowledge plays an important role as a moderator between online participation and learning performance. This study was conducted in the context of software usage instruction using empirical data from 219 undergraduate students. | |
| dc.format.extent | 353314 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | Computers & Education,58(1),338-349 | |
| dc.subject (關鍵詞) | e-learning; Learning styles; Online participation; e-learning performance; Interactive learning environments | |
| dc.title (題名) | What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction | |
| dc.type (資料類型) | article | en |
| dc.identifier.doi (DOI) | 10.1016/j.compedu.2011.08.003 | en_US |
| dc.doi.uri (DOI) | http://dx.doi.org/10.1016/j.compedu.2011.08.003 | en_US |
