What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction

  • Authors:

  • Eugenia Y. Huang;Sheng Wei Lin;Travis K. Huang

  • Affiliations:

  • Department of Management Information Systems, College of Commerce, National Chengchi University, 64, Sec. 2, ZhiNan Rd., Taipei 116, Taiwan, ROC;Department of Computer Science and Information Management, School of Business, Soochow University, 56, Sec. 1, Kuei-Yang St., Taipei 100, Taiwan, ROC;Department of Management Information Systems, College of Commerce, National Chengchi University, 64, Sec. 2, ZhiNan Rd., Taipei 116, Taiwan, ROC and Department of Information Management, College o ...

  • Venue:
  • Computers & Education
  • Year:
  • 2012

Quantified Score

Hi-index 0.00

Visualization

Abstract

Learning style is traditionally assumed to be a predictor of learning performance, yet few studies have identified the mediating and moderating effects between the two. This study extends previous research by proposing and testing a model that examines the mediating processes in the relationship between learning style and e-learning performance and the moderating effects of prior knowledge. The results show that the sensory/intuitive dimension of learning style predicts learning performance indirectly through the mediation of online participation. However, other types of learning styles do not affect online participation. Sensory students demonstrate a higher level and intuitive students a lower level of online participation. Prior knowledge plays an important role as a moderator between online participation and learning performance. This study was conducted in the context of software usage instruction using empirical data from 219 undergraduate students.