| Summary: | 碩士 === 國立交通大學 === 理學院網路學習碩士在職專班 === 93 === Recently, web-based learning platforms, IT technology and others instructional skills have become mature to support complete web-based instruction, no longer an auxiliary to face-to-face instruction. In this study, we aim at comparing face-to-face and web-based instructional environments in terms of authentic learning, and discussing individual differences in adapting themselves to the two environments based on their thinking styles.
This research compared the key features of face-to-face and web-based instructional environments in related literature. We employed counter-balanced design for vocational high school students in a computer programming course and assigned students to study in both environments. After that, we use questionnaires to investigate the difference of thinking styles between these two environments. Also, we explore the relation between learning satisfaction, attitude and thinking styles as well as thinking styles’ influence on academic achievement. Finally we give some suggestions to teachers for them to choose a proper instructional environment.
We find that only legislative style is obviously weaker in a face-to-face environment than in a web-based environment. The variation in other styles is not obvious. In terms of learning satisfaction and attitude, legislative, executive and internal styles of higher tendency have positive relation with face-to-face learning satisfaction and gets higher scores. Exnternal style of higher tendency has positive relation with web-based learning satisfaction but gets lower scores. Judicial style has no particular tendency.
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