Abstract
The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students' learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students' learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental design was used and 140 sophomores were recruited in this study. Students' learning outcomes, satisfaction, sense of community and learning styles were measured. Results showed that students in a hybrid course had significantly higher learning scores and satisfaction than did students of the face-to-face courses. The result also indicated that students of hybrid learning classrooms felt a stronger sense of community than did students in a traditional classroom setting. Analysis of learning style indicated that learning style had significant effect on learning outcome in the study group. Accommodator learners had higher e-learning effectiveness than other style learners. Possible reasons of results were discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 485-496 |
| Number of pages | 12 |
| Journal | Interactive Learning Environments |
| Volume | 22 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2014 Jul |
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All Science Journal Classification (ASJC) codes
- Education
- Computer Science Applications
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Learning style, sense of community and learning effectiveness in hybrid learning environment. / Chen, Bryan H.; Chiou, Hua Huei.
In: Interactive Learning Environments, Vol. 22, No. 4, 07.2014, p. 485-496.Research output: Contribution to journal › Article
TY - JOUR
T1 - Learning style, sense of community and learning effectiveness in hybrid learning environment
AU - Chen, Bryan H.
AU - Chiou, Hua Huei
PY - 2014/7
Y1 - 2014/7
N2 - The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students' learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students' learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental design was used and 140 sophomores were recruited in this study. Students' learning outcomes, satisfaction, sense of community and learning styles were measured. Results showed that students in a hybrid course had significantly higher learning scores and satisfaction than did students of the face-to-face courses. The result also indicated that students of hybrid learning classrooms felt a stronger sense of community than did students in a traditional classroom setting. Analysis of learning style indicated that learning style had significant effect on learning outcome in the study group. Accommodator learners had higher e-learning effectiveness than other style learners. Possible reasons of results were discussed.
AB - The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students' learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students' learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental design was used and 140 sophomores were recruited in this study. Students' learning outcomes, satisfaction, sense of community and learning styles were measured. Results showed that students in a hybrid course had significantly higher learning scores and satisfaction than did students of the face-to-face courses. The result also indicated that students of hybrid learning classrooms felt a stronger sense of community than did students in a traditional classroom setting. Analysis of learning style indicated that learning style had significant effect on learning outcome in the study group. Accommodator learners had higher e-learning effectiveness than other style learners. Possible reasons of results were discussed.
UR - http://www.scopus.com/inward/record.url?scp=84904193021&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84904193021&partnerID=8YFLogxK
U2 - 10.1080/10494820.2012.680971
DO - 10.1080/10494820.2012.680971
M3 - Article
AN - SCOPUS:84904193021
VL - 22
SP - 485
EP - 496
JO - Interactive Learning Environments
JF - Interactive Learning Environments
SN - 1049-4820
IS - 4
ER -