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題名 What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction
作者 管郁君
Huang, Eugenia Y.;Lin, Sheng Wei;Huang, Travis K.
貢獻者 資管系
關鍵詞 e-learning; Learning styles; Online participation; e-learning performance; Interactive learning environments
日期 2012-01
上傳時間 5-三月-2015 14:58:40 (UTC+8)
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.
關聯 Computers & Education,58(1),338-349
資料類型 article
DOI http://dx.doi.org/10.1016/j.compedu.2011.08.003
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 5-三月-2015 14:58:40 (UTC+8)-
dc.date.available 5-三月-2015 14:58:40 (UTC+8)-
dc.date.issued (上傳時間) 5-三月-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) articleen
dc.identifier.doi (DOI) 10.1016/j.compedu.2011.08.003en_US
dc.doi.uri (DOI) http://dx.doi.org/10.1016/j.compedu.2011.08.003 en_US