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    Title: 網路學習者之學習風格、學習策略對其學業成就影響之研究
    Other Titles: A study on the effects of learning styles, learning strategies, and learning achievement of web-based learners
    Authors: 蘇煜鈞;Su, Yu-chun
    Contributors: 淡江大學教育科技學系碩士班
    張瓊穗;Chang, Chiung-sui
    Keywords: 網路學習;學習風格;學習策略;學業成就;online learning;Learning style;learning stratege;learning achievement
    Date: 2008
    Issue Date: 2010-01-11 00:36:55 (UTC+8)
    Abstract: 本研究旨在討論網路學習者之學習風格、學習策略和學業成就之間的關係與影響情形。學習風格是學習者在學習的過程中,一種穩定、持久且相當一致的思想和行為;學習策略是指在學習的歷程中,任何用來促進學習效果達到學習目標的方法。

    本研究採問卷調查法,對象為三個非同步遠距教學的課程,共一百九十四位網路學習者。問卷改編自Felder和Soloman的學習風格量表,包含了四個面向:(1)主動型/反思型(2)感受型/直覺型(3)視覺型/文字型(4)循序型/總體型;及大學生學習與讀書策略量表,包含了態度、動機、焦慮、訊息處理等四個面向,本研究利用這兩份問卷測得網路學習者的學習風格分佈與學習策略運用情況。

    研究結果發現:1.視覺型的學習者遠超過文字型的學習者,其餘的面向皆為平衡型的學習者占多數。2.網路學習者其學習策略在「焦慮」面向得分最低。3.網路學習者其學習策略在「動機」面向因性別不同而有差異。4.網路學習者其學習策略整體層面因年級不同而有差異。5.網路學習者其學習策略在「焦慮」和「動機」面向因學習風格不同而有差異。6.網路學習者其學習風格的「學習方式」面向與「學習理解」面向與「學業成就」成顯著正相關。7.網路學習者其學習策略的「態度」面向、「動機」面向與「學業成就」成顯著正相關。
    The main purpose of this study is to investigate the relationships of learning styles, learning strategies, and academic achievement of online learners. Learning styles is a stable, fairly consistent and ever lasting thoughts that people performed in the process of learning. Learning strategy is used to promote learning methods to achieve learning goals in the process of learning.

    This study use the questionnaire method. The survey data were collected from 194 students in asynchronous distance learning classes. The questionnaire were adapted from Felder-Soloman learning style instrument which included four dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) as well as Learning And Study Strategies Inventory (LASSI) which included the attitude, motivation, anxiety and information aspects.This study intented to use these two questionnaires to measure online learner''s learning style distribution and the use of learning strategies.

    The results of this study will be :
    1. Visual learners are far more than verbal learners.As to the rest of dimensions, the balance learners were the majority.
    2. The "Anxiety" aspect gets the lowest score among all the learning stratege.
    3. Online learners will have different learning stratege because of the gender.
    4. The overall learning strategy level will have difference because of grade.
    5. Learning strategies which in the "Anxiety" and "Motivation" aspect will have a difference because of the different learning styles.
    6. Learning styles in the "Perception" and "Understanding" aspects are positive correlated with academic achievement.
    7. Learning strategies in the "Attitude" and "Motivation" aspects are positive correlated with academic achievement.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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