The influence of self-regulated learning strategy and learning style on e-learning effectiveness

• Main Authors: Yen-Ling Chien, 簡嬿羚
• Other Authors: Chun-Ping Tsai
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/32qhsa

碩士 === 東吳大學 === 資訊科學系 === 96 === The major purpose of this study was to investigate the influence of self-regulated learning strategy and learning style on e-learning effectiveness. This study used the undergraduate students who had ever participated in e-learning course as survey targets. This study collected 205 samples from online survey. After analyzed the data, we found that: 1. E-learning effectiveness was significantly different among self-regulated learning strategy groups, the high-scored group better than the middle-scored, and the middle-scored group better than the low-scored. 2. E-learning effectiveness was no significantly different among learning style groups. But when students used more self-regulated learning strategy to help them learn, the CE students had better improvement than the AC students, and the RO better than the AE. 3. When students used more self-regulated learning strategy to help them learn, the female students had better improvements than the male students.