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- W2005655474 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." @default.
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- W2005655474 date "2012-01-01" @default.
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- W2005655474 title "What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction" @default.
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- W2005655474 doi "https://doi.org/10.1016/j.compedu.2011.08.003" @default.
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