Technology-Assisted Learning and Learning Style: A Longitudinal Field Experiment

From a student's perspective, technology-assisted learning provides convenient access to interactive contents in a hyperlinked multimedia environment that allows increased control over the pace and timing of the presented material. Previous research examining different aspects of technology-assisted learning has found equivocal results concerning its effectiveness and outcomes. We extend prior studies by conducting a longitudinal field experiment to compare technology-assisted with face-to-face learning for students' learning of English. Our comparative investigation focuses on learning effectiveness, perceived course learnability, learning-community support, and learning satisfaction. In addition, we analyze the effects of different learning styles in moderating the effectiveness of and satisfaction with technology-assisted learning. Overall, our results show significantly greater learning effectiveness with technology-assisted learning than with conventional face-to-face learning. Learning style has noticeable influences on the effectiveness and outcomes of technology-assisted learning. We also observe an apparently important interaction effect with the medium for delivery, which may partially explain the equivocal results of previous research.

I. Introduction

Information technology has become an increasing integral in modern education, deeply and pervasively penetrating all aspects of learning. The use of innovative technology-assisted learning ¹

In this paper, technology-assisted learning refers to the use of information technology to support and enhance individuals’ learning. We do not explicitly distinguish among technology-assisted learning, technology-enabled learning, technology-supported learning, and e-learning; rather, we consider them largely interchangeable. Nevertheless, we acknowledge that e-learning often involves asynchronous learning by geographically dispersed individuals.

has grown rapidly, as manifested by an expanding array of computer-based systems in support of various learning activities that range from common information search to sophisticated interactive multimedia learning support [6]. Technology-assisted learning can create hyperlinked interactive environments that allow students to learn with great flexibility and increased control at their preferred pace and time [25]. From the perspective of constructive learning, individual learners must actively process newly acquired information (knowledge) and apply it to similar tasks or related contexts [32]. Compared with conventional face-to-face learning, technology-assisted learning may support such desirable information processing and knowledge applications better, and thereby enhance intellectual stimulations for learners and facilitate their achieving learning objectives while enriching the overall learning experience. As Fisher [23] noted, technology-assisted learning can enrich a person's overall learning experience. Technology-assisted learning is capable of establishing effective learning environments and allows learners to develop appropriate strategies for acquiring, internalizing, retaining, and retrieving targeted information or knowledge [17].