|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|348992||618209||2012||12 صفحه PDF||سفارش دهید||دانلود رایگان|
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.
► Sensory/intuitive learning style dimension predicts e-learning performance indirectly.
► Sensory students demonstrate a higher level of online participation than intuitive students.
► Prior knowledge moderates passive participation and e-learning performance relationship.
Journal: Computers & Education - Volume 58, Issue 1, January 2012, Pages 338–349