A Pilot Study for Effects between Blended Leaning and Learning Style on Learning Performance of Japanese Students
Abstract: This is a pilot study to investigate the relationship between blended learning, face-to-face lecture and on-line self-regulated learning (SRL), and Japanese students’ learning styles on their learning performance. Blending rate was operationally defined as a percentage of SRL to a whole course. Felder and Soloman’s Learning Style Index (2004) was employed to measure students’ learning style focusing on Active-Reflective and Visual-Verbal domains. The data of total 55 students for six courses were analyzed. The result showed that the blending rate was significant on students’ performance (F(53,1)=7.65, p=.0078) but the interaction effect (sr2y.AB(c)=.02) between blended learning and learning style was not significant. It could be said that blending rate was a critical factor affecting students’ learning performance. The significance was not found for the interaction between blended-learning rates and learning styles on performance.
Presider: Kathleen Garay, McMaster University