تاثیر سبک های یادگیری و روش آموزش بر خوداثربخشی و عملکرد یادگیری در آموزش طراحی صفحه اصلی WWW

The present study compares the relative effects of two training methods on learner's computer self-efficacy and learning performance in WWW homepage design. A field experiment was conducted by employing two classes of 10th graders. Results indicated that the behavior modeling training method yielded consistently superior performance and higher computer self-efficacy as compared with the instruction-based approach. Subjects with various learning styles performed substantially different in some learning tasks. The significant two-way interaction indicates the critical roles that gender and learning style played in interacting with training method. For learning performance, male students benefited more from the instruction-based and female students learned better in the behavior modeling condition. Concerning computer self-efficacy, female students gained more from the instruction and male students benefited more from behavior modeling approaches. For different learning style students, there exists a best-fit training approach. In addition, the best-fit training approach is task dependent. These results suggest that each individual training method has its unique merit to meet designated training objectives for learners with specific traits. Future research directions conclude the paper.

As information technology becomes critical to business operation, user computing skills turn out to be a requisite for employees. The successful usage of information technology (IT) depends on the technology itself and the expertise of the individuals using the technology. With the increasing need for company employees to become more computer literate, there is a concurrent need to explore how best to prepare them acquiring computing skills in an effective and efficient way. Recent studies suggested that the choice of training method has consequences on the degree of learning. Moreover, the motivation of the trained individuals to continue to use the technology would be affected as well (Bostrom, Olfman & Sein, 1990; Davis & Bostrom, 1993; Sein & Bostrom, 1989; Martocchio & Webster, 1992; Webster & Martocchio, 1993; Webster, Heian & Michelman, 1990). On the other hand, the broad diversity of individual differences among potential trainees should be taken into account while developing training programs (Sein, Bostrom & Olfman, 1987). Davis and Davis (1990) first explored the effects of training techniques and personal characteristics on training end users of information systems. They found that employee characteristics are essential determinants of work performance. With solid knowledge about end-user training potential and impacts of trainees’ different characteristics, educators and trainers can develop programs more suitable for individuals (Bostrom et al., 1990; Davis & Davis, 1990; Sein et al., 1987). The present study explores several important training issues related to the acquisition of computer skills. First, the relative effectiveness of instruction-based and behavior-modeling-training approaches with respect to computer self-efficacy and learning performance in WWW homepage design training is assessed. The effects of individual difference on learning performance and computer self-efficacy are the next to envisage. The third objective is to use an interactionist psychology perspective to examine the impact of individual difference and training method on learning performance and on computer self-efficacy. In other words, this paper also assesses the feasibility of a contingency approach to training. The remainder of this paper is organized as follows. The literature review and study hypotheses are presented in Section 2. In Section 3, the research model and the research methodology are outlined followed by information about research procedures and measures. Section 4 describes the data analysis technique and presents the results. The implications of the findings and issues for future research are discussed in Section 5.

The study provides some tentative answers to the questions posed earlier in the paper concerning end-user training. Several issues pertaining to the design of training programs for computer learning were studied. The results of the study suggest that behavior modeling can be used successfully to alter self-efficacy and performance in some instances. While the behavior modeling training method is superior with respect to learning performance and computer self-efficacy, the significant two-way interaction indicates that gender and learning style played critical roles in interacting with training method. For both tasks, male students benefited more from the instruction-based and female students learned better in the behavior modeling conditions. Concerning computer self-efficacy, female students gained more from the instruction and male students benefited more from behavior modeling approaches. A clear statement derived from the study shows that each training method has its unique merit to meet designated training objectives for learners with specific traits. Another major finding is the impacts of learning style on learning performance and computer self-efficacy perception. AE students were found to learn better and get higher computer self-efficacy. In addition, the significant interaction effects between learning style and training method found in the present study suggest the potential of different learning patterns among various learning style students and a best-fit training approach is worth further study. The major limitation of this study is the use of school students as convenient sample. The scope of the study needs to be extended and replicated with real-world end users. In addition, the relatively small sample size (n=92) has to be acknowledged as a limitation. While this number of subjects is typical of experimental studies, additional research with larger samples is necessary to further examine the generalizability of the findings. Several other practical and theoretical implications arise from these findings. First, the reason why the training method makes difference with respect to gender and learning outcome is worth to be further explored. Second, additional training techniques need to be studied with different computer training contents, such as languages programming and application software. Another avenue of research is to explore and compare the effects of different types of cognitive styles. Future research could also include examining other means of influencing self-efficacy. Lastly, a match between trainer's and learner's cognitive styles may be worth examining.