Situated Learning Incorporated into a Web-Assisted Instruction in Nutritional Chemistry Taken by Learners with Learning-Style Differences

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Own, Z. (2008). Situated Learning Incorporated into a Web-Assisted Instruction in Nutritional Chemistry Taken by Learners with Learning-Style Differences. In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 3087-3094). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/30105.

Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2008
Las Vegas, Nevada, USA
November 17, 2008
  Curtis J. Bonk, Mimi Miyoung Lee & Tom Reynolds
AACE

More Information on ELEARN
Table of Contents

Author

Zangyuan Own, Providence University, Taiwan

Abstract

The effect of situated learning theory incorporated into nutritional chemistry online education environment was investigated, and under such a teaching method, its effect on learning achievements by learners with different learning styles was analyzed in depth. The study results showed : 1. The learning achievement of the learners receiving online situated education, the experimental group, was better than that of the learners receiving online non-situated education, the control group, and it reached a significant level statistically. 2. Within the experimental group, the learning achievements of the two learning styles did not reach a significant level of difference, which suggested that the way of learning in online situated courses weakened the effect of a learning style on learning achievement, and thus it might be adaptable to the differences among individual learners.

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