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.
