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Title: A Study of Relationship of Learner Characteristics and Learning Satisfaction in Blended Learning Environment
Authors: 侯世光
Shih-Kuang Hou
IMin-Ping Tien
Keywords: Learning style
Learning satisfaction
Blended learning
Issue Date: 2005
Abstract: The study was aimed to investigate the learning satisfaction in blended learning environment. The population of this study was pilots in our country. Two airlines, one wing of the air force, and the flight institute were sampled. Individual background and learning style were the independent variables and learning satisfaction was the dependent variable in this study. The instruments included Kolb’s learning style inventory and blended learning satisfaction questionnaire. Except for Kolb’s learning style inventory, blended learning satisfaction questionnaire was designed by the researcher through referring to literature review and other questionnaires. 195 out 300 questionnaires were valid. Statistical methods as descriptive statistics, independent sample t test, one-way ANOVA, and Pearson correlation were carried out to implement data analysis. Furthermore, the study surveyed participants’ opinions and suggestion for blended learning. The results were shown below. 1. Participants’ learning styles were diverse and average. There were in priority convergers, accommodators, assimilators, and divergers. 2. Participants were prone to agree to satisfy with blended learning. 3. Regarding to job, age, and flying experience, there was significant difference in learning style. 4. Respondents graduated from junior college have higher scores on teaching methodology than those who graduated from university. 5. There was no significant in learning satisfaction regarding of learning styles 6. Teaching methodology had significant correlation with overall rating. 7. The major of respondents are willing to take blended learning again; nevertheless, the improvement on software and hardware, development of related talents, interaction between peers and instruction are important agenda.
Other Identifiers: G0069274002
Appears in Collections:學位論文

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