The Effect of Academic Discipline and Gender Difference on Taiwanese College Students' Learning Styles and Strategies in Web-Based Learning Environments
Turkish Online Journal of Educational Technology Volume 10, Number 3, ISSN 1303-6521
This paper explores students' learning styles in relation to learning strategies in web-based learning environments, and in particular, how academic discipline and gender differences affect learning styles and learning strategies in web-based learning for college students in Taiwan. The results show that regardless of learning strategy, academic discipline or gender, the "visual" type learner is the most dominate learning style for web learners. In addition, "sensing" learners have significantly lower scores in the dimension of "anxiety" than "moderate" learners, which indicates that "sensing" learners feel uneasy in a web-based learning atmosphere, and its related activities. The study also finds that 'sequential" learners are more highly motivated than "moderate" and "global" learners, and female learners have higher motivation than male learners in web learning situations. Moreover, students in colleges of liberal arts are less active in web-based learning, as compared with other colleges. Future directions and other related issues are also discussed. (Contains 5 tables.)
Ku, D.T. & Chang, C.S. (2011). The Effect of Academic Discipline and Gender Difference on Taiwanese College Students' Learning Styles and Strategies in Web-Based Learning Environments. Turkish Online Journal of Educational Technology, 10(3), 265-272.
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Retta Guy & Millicent Lownes-Jackson, Tennessee State University, United States
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 8, No. 1 (Jan 01, 2012) pp. 15–38
Kathryn Boudreau-Henry & Kim Neal Nofsinger, Middle Tennessee State University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 3867–3870
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