The Effects of Different Levels of e-Learning Implementation and Learning Style on Learning Achievement: A Case Study of a Science Course on the Elementary School

• Main Authors: Michael Huang, 黃奕禎
• Other Authors: Shin-Yuan Hung
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/81104693397846619256

碩士 === 國立中正大學 === 資訊管理學系 === 91 === Due to the great advance of the Internet technologies and applications, e-Learning has become a popular teaching method. Plenty of educators are trying to apply the new teaching method to the elementary school education. However, several fundamental questions are unanswered. For example, will the higher level of e-Learning implementation always be more beneficial to the elementary school education? In order to provide some guidelines for the applications of e-Learning on the elementary school education, the study examines the effects of different level of e-Learning implementation and learning style on the learning achievement. We first adapted Information Processing Theory to develop a research model. Accordingly, we conducted a filed experiment and collected data to test those research hypotheses. Our findings are: (1) e-Learning is promising for the elementary school education; (2) Higher level of e-Learning implementation is not always beneficial. Other factors, such as learner and course characteristics, should also be considered. Several implications are also provided.