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A Pilot Study for Effects between Blended Leaning and Learning Style on Learning Performance of Japanese Students
PROCEEDINGS

, Aoyama Gakuin University, Research Institute, Japan

EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This is a pilot study to investigate the relationship between blended learning, face-to-face lecture and on-line self-regulated learning (SRL), and Japanese students' learning styles on their learning performance. Blending rate was operationally defined as a percentage of SRL to a whole course. Felder and Soloman's Learning Style Index (2004) was employed to measure students' learning style focusing on Active-Reflective and Visual-Verbal domains. The data of total 55 students for six courses were analyzed. The result showed that the blending rate was significant on students' performance (F(53,1)=7.65, p=.0078) but the interaction effect (sr2y.AB(c)=.02) between blended learning and learning style was not significant. It could be said that blending rate was a critical factor affecting students' learning performance. The significance was not found for the interaction between blended-learning rates and learning styles on performance.

Citation

Goda, Y. (2007). A Pilot Study for Effects between Blended Leaning and Learning Style on Learning Performance of Japanese Students. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2811-2814). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 11, 2019 from .

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