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|Other Titles:||Exploring the Effects of Constructive Learning Activities on Web-Based Learning|
Office of Research and Development
The purpose of this study was to investigate the effects of the type of learning activity and cognitive style on learners' web-based learning performance. One hundred and forty-four vocational high school students participated in the experiment. Two-way ANCOVAs were conducted in analyzing the collected data, with learners' prior knowledge of the computer network as the covariant. Participants' attitudes toward web-based learning activities were ascertained through questionnaires given to them immediately after these learning activities were completed. The results showed that both the knowledge-map-construction activity and the knowledge-map-browsing activity were effective in facilitating learning of factual and complex declarative knowledge. Field-independent learners outperformed field-dependent learners on the post-test of complex declarative knowledge. The interaction between cognitive style and learning activity was not significant in this study. In general, participants showed a positive attitude toward using knowledge-map activities in web-based learning environments. Participants also showed a greater tendency to use the knowledge-map-construction activity than the knowledge-ma-browsing activity.
|Appears in Collections:||師大學報|
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