本研究探討在網路學習的環境中不同的學習風格與方式是否會對學習成效產生影響,並研究學習風格與方式對學習成效是否存在著交互作用。本研究透過實地實驗的方式來驗証,學習風格依Kolb學習風格型態理論所定義的學習風格分「主動實驗」、「被動觀察」兩類,而網路學習方式分「互動」、「不互動」兩種網路課程,交叉分組來探討對學習成效之影響。互動性的網路課程採「學習者和學習內容的互動」的教學互動做為研究方向,以中原大學資管系一年級122位學生為實驗樣本,交叉分組上網進行學習,課後並測驗及填寫學習成效問卷,將結果利用統計套裝軟體SPSS 10.0 for Windows,以敘述分析、二因子變異數分析、信度效度分析等統計方法進行資料分析。本研究有以下主要發現: 1、學習風格的確對學習成效結果有影響,在學習成效上的五項指標上均造成顯著影響。 2、學習方式的確對學習成效結果有影響,在學習成效上的認知學習、學習興趣、教學設計滿意等三項,差異達顯著。 3、學習風格及方式的確對存在著交互效果,檢定結果達顯著性。 4、使用互動課程時,學習風格為「主動實驗」的學習者比「被動觀察」的學習者有更佳的學習成效,達顯著性。 5、使用不互動課程時,「被動觀察」的學習者比「主動實驗」的學習者,有較佳的學習成效,未達顯著性。 6、學習風格為「主動實驗」的學習者,使用互動課程比使用不互動課程時的學習成效佳,達顯著性。 7、學習風格為「被動觀察」的學習者,使用互動課程比使用不互動課程時的學習成效佳,達顯著性。 8、互動式的網路學習教材能降低學習風格對學習成效的影響,適應學生個別的差異。 本研究針上述之發現,對學術界後續的研究者或實務界學習網站設計者或教學內容設計的人員,提出數點建議,以供參考。
This study examined the effects of personal learning styles and learning approaches on Learning Performance.Plausible interaction effects of individual learning style and learning approach on Learning Effectiveness were also examined. This study used the learning styles inventory (LSI) of Kolb to classify learners into two groups -- Active Experimentation and Reflective Observation. Moreover, the learning approach was divided into two types of learning approaches were used: Interactive and Non- Interactive. A total of 122 students were sampled from Chung Yuan Christian University. Statistical analysis was conducted using the SPSS 10.0 software package. Besides Multivariate Analysis of Covariance (MANCOVA), Correlation Analysis was conducted to analyze the data. A noticeable effect on learning effect was identified. 1. Learning styles and learning approach significantly influence Learning Performance. 2. Learning Performance was determined by interaction between learning styles and learning approach 3. The two groups of students differ significantly in Learning Performance while using Web-based Interactive Learning. 4. The two groups of students do not differ significantly in Learning Performance when they are both using Web-based Non-Interactive Learning. 5. The two learning approach differ significantly in Learning Performance when the student learning style is based on Active Experimentation. 6. The two learning approaches differ significantly in Learning Performance when student’s learning style is based on Reflective Observation.