Web-based Learning: Relationships among Student Motivation, Attitudes, Learning Styles, and Achievement.

By C. Shih, J. Gamon. 2001

131 citations recorded by the source corpus.

This study analyzed the relationships between student achievement and the following variables: attitude, motivation, learning styles, and selected demographics. This population study included 99 students taking two web-based courses offered by the college of agriculture at a land grant university. Seventy-four (75%) students completed a learning style test, an on-line questionnaire, and received a grade by the end of the semester. The learning style test was the Group Embedded Figures Test (GEFT), which classified students as either field-dependent or field-independent. The on-line questionnaire consisted of two scales (motivation and attitude), whose pilot-test reliabilities were .71 and .91, respectively. Over two-thirds of the students taking the web-based courses were field-independent learners; however, there were no significant differences (.05 level) in achievement between field-dependent and field-independent students. Also, students with different learning styles and backgrounds learned equally well in web-based courses. The students enjoyed the convenience and self-controlled learning pace and were motivated by competition and high expectations in web-based learning. Motivation was the only significant factor that explained more than one-fourth of student achievement measured by class grade.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fd0b1e4c51184f7b61febd07b7fd2b712a121cc1

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Characteristics of distance learners: research on relationships of learning motivation, learning strategy, self‐efficacy, attribution and learning results (2008, result): “This conclusion is similar to the research outcome from Shih and Gamon (2001), which also supports the view that the level of learning strategy is one of the most important factors in determining learning results.”
Predictors for Student Success in an Online Course (2007, background): “For example, Loomis (2000) and Dunn (2000) state that learning styles do affect student success; however, some researchers found that there is no statistically significant relationship between learning style and success (i.e., Shih & Gamon, 2001; Wang et al., 2001).”
Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses (2014, background): “Most of these studies focused on the effect of self-regulation on student achievement or performance and revealed that self-regulated learning is positively related to achievement in online settings (Bell, 2006; Hargis, 2000; McManus, 2000; Shih & Gamon, 2001; Yukselturk & Bulut, 2005).”