| Summary: | 碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 99 === The purpose of this study aims to explore the correlations among learning styles, learning participation, and learning effectiveness of blended learning for civil servants. The study subjects are the civil servants who attended blended learning courses in Civil Service Development Institute from Oct 2010 to Dec 2010. The blended learning courses of this study incorporate both E-learning and face-to-face classroom learning activities. A specially-designed questionnaire was used to assess the learning styles, participation, and learning effectiveness of the study subjects. The duration of online reading and frequency of online discussion were also considered as indicators of participation, and the scores of online quizzes after blended learning were viewed as an alternative, objective measurement for learning effectiveness. Pearson correlation and multiple linear regression analyses were used to assess the associations of the study parameters. A total number of 185 civil servants were invited to participate in the study, but only 154 subjects who finished the blended learning courses and filled in the questionnaire completely were further analyzed. Our findings showed: (1) There was no significant association of the learning styles with E-learning participation or classroom learning participation; (2) The learning styles were significantly associated with learning effectiveness; (3) The learning participation was positively correlated with learning effectiveness; (4) The face to face classroom learning participation was the only significant predictor for learning effectiveness. Our data suggest the learning styles of civil servants might play a critical role in the learning effectiveness of blended learning. This has important implications in continued education of civil servants in the future.
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