Assessing the effect of cognitive styles with different learning modes on learning outcome.
In this study, similarities and differences in learning outcome associated with individual differences in cognitive styles are examined using the traditional (face-to-face) and web-based learning modes. 140 undergraduate students were categorized as having analytic or holistic cognitive styles by their scores on the Style of Learning and Thinking questionnaire. Four different conditions were studies; students with analytic cognitive style in a traditional learning mode, analytic cognitive style in a web-based learning mode, holistic cognitive style in a traditional learning mode, and holistic cognitive style in a web-based learning mode. Analysis of the data show that analytic style in traditional mode lead to significantly higher performance and perceived satisfaction than in other conditions. Satisfaction did not differ significantly between students with analytic style in web-based learning and those with holistic style in traditional learning. This suggest that integrating different learning modes into the learning environment may be insufficient to improve learners' satisfaction.
Liao
Chechen
C
Department of Information Management, National Chung Cheng University, Ming-Hsiung, Chia-Yi, Taiwan.
Chuang
Shu-Hui
SH
D000124:Achievement; D000328:Adult; D003071:Cognition / Q000145:classification*; D003194:Computer-Assisted Instruction; D005260:Female; D006801:Humans; D007206:Individuality; D020407:Internet; D007858:Learning; D008297:Male; D008960:Models, Psychological; D010551:Personality / Q000145:classification*; D011795:Surveys and Questionnaires; D013663:Teaching