Learning Styles and Participation Barriers with Gender Differeces in Distance Education
碩士 === 國立高雄師範大學 === 成人教育研究所 === 89 === The purpose of this study is to investigate the gender differences between the learning styles and the barriers of college students’ participation in distant education in the Southern Taiwan. The data needed are acquired from document investigation and question...
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Others |
| Language: | zh-TW |
| Published: |
2001
|
| Online Access: | http://ndltd.ncl.edu.tw/handle/46664129796359325515 |
| Summary: | 碩士 === 國立高雄師範大學 === 成人教育研究所 === 89 === The purpose of this study is to investigate the gender differences between the learning styles and the barriers of college students’ participation in distant education in the Southern Taiwan. The data needed are acquired from document investigation and questionnaire, and the datum describe the response of the subject students by times and percentage. The Chi-Square Test is used to find if there is obvious difference among the percentage of those choice items answered by students of different attributes. This study could be the reference of teachers’ teaching strategies and approaches.
The findings of this research are presented as it follows:
There are three distinctive differences in learning styles:
（1）Female college students are fonder of attending classes with classmates than male college students do. Therefore, female college students belong to participation learning style.
（2）Male college students download information from Internet to review and do further study than female students do, indicating that they belong to independent learning style.
（3）Male college students are fonder of cooperative learning with their classmates than female college students do.
There are two distinctive differences in participation barriers:
（1）Male college students spend longer time sitting in front of the computer than female college students do.
（2）Male college students acquire higher achievement in learning via Internet than female college students do.
|
|---|