An Exploration of the Correlation between Asynchronous Learning Time Style with Interaction and Learning Achievements

• Main Authors: Chin-Yu Wang, 王錦裕
• Other Authors: 黃武元
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/14929966277727927823

碩士 === 國立高雄師範大學 === 資訊教育研究所 === 90 === The asynchronous learning time styles and their achievements were investigated in this paper. First, based on analyzing the portfolio of the learning time distribution, four kinds of asynchronous learning styles were obtained. They are the dedicationless, the perseveranceless, the crammer and the step-by-step style. Second, the interactive contents among students and instructors were analyzed. Finally, two conclusions were obtained after the use of statistical and analytical methods: (1) the step-by-step students get the best achievements during the asynchronous learning processes. (2) in the interactive activities, the step-by-step students often present their positive behavior, i.e., they often play the roles of “question presenter” or “assistant”; the perseveranceless students often present their frustration, helplessness and sometimes complain, i.e., the often play the roles of “pessimist”, “whiner”, “criticism”; the dedicationless students engaged in finding their partner, sometimes propose questions to get answers; the crammer seldom or never interact with others.