A Study on the Learning Outcome of Cognitive Styles-- Based on the SCORM 2004 Sequence & Navigation

• Main Authors: Yung Fang Chu, 朱永方
• Other Authors: 楊錦潭
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/60506494058852120313

碩士 === 國立高雄師範大學 === 資訊教育研究所 === 94 === The purpose of this study is to explore how Field Dependence (FD) vs. Field Independence (FI) cognitive styles affect learning outcome in e-Learning. Also, we examine the interaction between random and sequential browsing. According to research reports, the outcome of FI has better than that of FD in traditional classrooms. It, however, shows inconsistent learning outcome in e-Learning environment. While the specifications of SCORM (Sharable Content Object Reference Model) 2004 offer rule-based mechanisms for designing learning activities, students own more choices in browsing activities. This study with 2 x 2 factors is a quasi-experimental design on teaching material. The content chosen in this study is to teach students at junior high school level for web-page design by FrontPage software. The subjects in this study consist of 150 students in Tainan city. The key procedures include four stages. Firstly, the identification of students’ FD/FI cognitive styles was conducted by Embedded Figures Test (EFT). Secondly, a pretest score for students was also attained. Thirdly, those subjects were divided by experiment and control group. The former group was offered random browsing instead of sequential browsing in the latter group. The experiment has been conducted 90 mins under self-learning during two sequential weeks. Finally, the post-test was given for attaining students’ scores. Those pre-test and post-test data were then analyzed. The results of this study are summarized and shown as follows, 1. FI students own higher scores in both random and sequential browsing than that of FD students. This study confirms the existing research in e-Learning environments. 2. There is no significantly different between random and sequential browsing in terms of statistics. The causes are worthwhile to explore for further research. 3. There is no significantly interactive effect between FD/FI cognitive styles and browsing approaches. Thus, this study cannot recommend what kinds of FD/FI students can match what kinds of browsing approaches. The implication for future study is also provided. The potential issues to affect learning outcome with SCORM 2004 SN should be explored by further research. The nature of course structures can be classified as tightly or loosely coupled. The tightly-coupled courses might be suitable for sequential setting for browsing whereas those loosely-coupled courses might be preferred to random browsing. The course structure in this study belongs to loosely-coupled style. Future research might further explore tightly-coupled courses.