摘要：In this study,63 university seniors majoring Child Studies were in an 8-week Web Based Instruction (WBI) program. Student characteristics of learning motivation,self-regulatory learning strategy,and learning style (Kolb,1985) were the independent variables. Learning effects as dependent variables were measured by paper test and work assessment. Spearman`s p was calculated and tests of rank order difference were used for the data analysis. Results showed that learning motivation and self-regulatory learning strategy had meaningful positive relations with learning effects on the paper test score. Learning effects showed differences by learning style. These findings indicated that the learner`s characteristics should be considered in the design and development of more effective WBI environments.
关键词：Web based instruction;Early childhood educator;Learning effects;Learning motivation;Self-regulatory learning strategy;Learning style
