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Learning styles and formative assessment strategy: enhancing student achievement in Web-based learning. Authors: K.H. Wang, T.H. Wang, W.L. Wang, S.C. Huang Source: Journal of Computer Assisted Learning 22, 2006, pp207 – 217 Speaker: Cheng-Yee Lee. Introduction.
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Learning styles and formative assessmentstrategy: enhancing student achievement in Web-based learning Authors: K.H. Wang, T.H. Wang, W.L. Wang, S.C. Huang Source: Journal of Computer Assisted Learning 22, 2006, pp207–217 Speaker: Cheng-Yee Lee
Introduction • Learner learns in different ways • There are many scholars propose their own definition learning style • Butler K. (1987) Learning and Teaching style in Theory and Practice. The Learner’s Dimension, Columbia, CT. • McDermott P. & Beitman B. (1984) Standardization of a scale for the study of children’s learning styles: structure, stability, and criterion validity. Psychology in the Schools 21, 5–14. • Gregorc A. (1979) Learning/teaching styles: potent forces behind them. Educational Leadership 36, 234–236.
Introduction Rely heavily on information provided by others rather than on their own analysis Inspect the situation and generate idea Tend to be artist Finding practical uses for ideas and theories, use hypothetical-deductive reasoning to solve specific problems Prefer basic theory and logic Good at basic science
Introduction • Formative assessment • activities that are used to help students learn. • short tests and quizzes, question and answer in the lesson, assignments, homework • There are many strategies have proposed to improve formative assessment
Research question FAM-WATA Diverger Accommodator Converger Assimilator N-WATA Diverger Accommodator Converger Assimilator PPT Diverger Accommodator Converger Assimilator
Research question Diverger Accommodator Converger Assimilator Diverger Accommodator Converger Assimilator Diverger Accommodator Converger Assimilator
Research method FAM-WATA Pre-test FAM-WATA Post-test BioCAL system 455 junior high students N-WATA N-WATA Topic is digestion PPT PPT
Research method • (1) ‘Repeat the test’: • allows students to take the same test item repeatedly if they make errors on it. • item will be deleted automatically if they pass one test item correctly three times continually • (2) ‘Provide with no answer’: • shows students incorrect answers they made without offering the correct answer. • (3) ‘Ask questions’: • allows students send questions to the teacher by e-mail. • (4) ‘Query scores’: • This strategy provides an interface for students to query peer and personal scores. • (5) ‘Monitor answering history’: • This strategy provides an interface for students to check their personal answer history for each item. • (6) ‘All pass and then reward’: • This strategy rewards students with a Flash animation when they pass all the test items.
Conclusion • Students in FAM-WATA group learn better than other group • Learning style has its significant effect to e-learning effectiveness.
Comment • Add more strategies • Tzu-Hua Wang (2008), Web-based quiz-game-like formative assessment: Development and evaluation, Computers & Education vol.51, pp. 1247–1263 • Adding “play”, “appropriate challenge”
Comment • Explore the relationship between the characteristic of e-learning system and learning style • Koun-tem Sun, Yuan-cheng Lin, Chia-jui Yu (2008).A study on learning effect among different learning styles in a Web-based lab of science for elementary school students. Computers & Education vol. 50, pp. 1411–1422,
Comment • Only accommodator has better grade in e-learning
