Technology-assisted learning and learning style: A longitudinal field experiment
Source of Publication
IEEE Transactions on Systems, Man, and Cybernetics Part A:Systems and Humans
From a student's perspective, technology-assisted learning provides convenient access to interactive contents in a hyperlinked multimedia environment that allows increased control over the pace and timing of the presented material. Previous research examining different aspects of technology-assisted learning has found equivocal results concerning its effectiveness and outcomes. We extend prior studies by conducting a longitudinal field experiment to compare technology-assisted with face-to-face learning for students' learning of English. Our comparative investigation focuses on learning effectiveness, perceived course learnability, learning-community support, and learning satisfaction. In addition, we analyze the effects of different learning styles in moderating the effectiveness of and satisfaction with technology-assisted learning. Overall, our results show significantly greater learning effectiveness with technology-assisted learning than with conventional face-to-face learning. Learning style has noticeable influences on the effectiveness and outcomes of technology-assisted learning. We also observe an apparently important interaction effect with the medium for delivery, which may partially explain the equivocal results of previous research. © 2007 IEEE.
Institute of Electrical and Electronics Engineers (IEEE)
Computer Sciences | Education
E-learning, Learning outcome and satisfaction, Learning style, Technology-assisted learning, Technology-enhanced language training, Web-based distance learning
Hu, Paul Jen Hwa; Hui, Wendy; Clark, Theodore H.K.; and Tam, Kar Yan, "Technology-assisted learning and learning style: A longitudinal field experiment" (2007). All Works. 3315.
Indexed in Scopus