• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >The effects of Web-based learning (WBL) versus traditional instructor-based learning (IBL) on student knowledge and satisfaction based on student learning styles.
【24h】

The effects of Web-based learning (WBL) versus traditional instructor-based learning (IBL) on student knowledge and satisfaction based on student learning styles.

机译：基于网络的学习（WBL）与基于传统的基于讲师的学习（IBL）对基于学生学习风格的学生知识和满意度的影响。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The purpose of this study was to compare the effects of web-based learning (WBL) versus those of traditional instructor-based learning (IBL) on student knowledge and satisfaction based on student learning styles. Other goals were to determine if WBL is more effective for those with a particular learning style. The study examined a sample of undergraduate students who were enrolled in the college algebra offered as both on-campus instructor-based (traditional) and web-based at the University of North Texas (UNT). A total of 36 Web-based students and 58 instructor-based students participated in this study.;This study utilized a posttest-only intact group. The Kolb Learning Style Inventory (LSI) measured the learning styles of students. This study used learning methods (web-based learning (WBL), instructor-based learning (IBL)), and learning styles (Diverger, Converger, Assimilator, and Accommodator) as independent variables. Student knowledge and student satisfaction was measured at the end of the course as independent variables.;Based upon the results of the LSI, post-learning exam, and satisfaction a series of two-way analysis of variance (ANOVA 4 x 2) techniques and independent variable tests was used for each of the dependent variables, knowledge and satisfaction, based on a student's learning styles.;The results revealed that students' learning styles were statistically significant for knowledge when learning on the web versus instructor-led. In addition, the learning style was important factor for web-based learning. The results indicated students with Assimilator and Converger as learning styles received better result with the Web-based learning method. Furthermore, this study found there is significant difference in student satisfaction based on learning on the web versus instructor-led.;The outcome of the study could be of particular interest in educational institutions; especially those that want to transfer some of their traditional courses onto the Web. The finding also has implications for training organizations as they seek efficient and effective ways to satisfy their training needs.
机译：这项研究的目的是比较基于网络的学习（WBL）和基于传统的基于讲师的学习（IBL）对基于学生学习方式的学生知识和满意度的影响。其他目标是确定WBL是否对具有特定学习风格的人更有效。这项研究调查了北德州大学（UNT）既以校园讲师为基础（传统）又是基于网络的大学代数入学的本科生样本。共有36名基于网络的学生和58名基于讲师的学生参加了该研究。科尔布学习风格量表（LSI）衡量了学生的学习风格。这项研究使用学习方法（基于Web的学习（WBL），基于讲师的学习（IBL））和学习方式（Diverger，Converger，Assimilator和Accommodator）作为自变量。在课程结束时，将学生的知识和学生满意度作为独立变量进行测量。基于LSI，学习后考试和满意度的结果，进行了一系列双向方差分析（ANOVA 4 x 2）技术，根据学生的学习方式，对每个因变量，知识和满意度使用了独立变量测试。结果表明，与老师指导的网络学习相比，学生的学习方式对知识具有统计学意义。此外，学习风格是基于Web的学习的重要因素。结果表明，具有同化和收敛能力的学生通过基于Web的学习方法获得了更好的学习效果。此外，该研究发现基于网络学习的学生满意度和教师指导的满意度存在显着差异。研究结果可能对教育机构特别感兴趣；特别是那些希望将其一些传统课程转移到网络上的人。这一发现也对培训组织产生了影响，因为它们寻求有效的方法来满足其培训需求。

著录项

  • 作者

    Manochehri, Naser (Nick).;

  • 作者单位

    University of North Texas.;

  • 授予单位 University of North Texas.;
  • 学科 Education Mathematics.;Education Technology of.;Education Higher.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 117 p.
  • 总页数 117
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号