การศึกษารูปแบบปฏิสัมพันธ์การเรียนรู้บนเครือข่ายคอมพิวเตอร์ ตามลักษณะงานที่ได้รับมอบหมาย ของนิสิตระดับปริญญาตรี ที่มีแบบการเรียนและบุคลิกภาพที่แตกต่างกัน / สมสิทธิ์ จิตรสถาพร = A study on computer network learning interaction model according to types of assignment given to undergraduate students with different learning styles and personalitiles / Somsit Jitstaporn
The purpose of this study was to examine the learning interaction model of undergraduate students with different learning styles and personalities who were assigned to work on web-based instruction with 6 learning levels from simple to complex based on Bloom’s Taxanomy. The 6 learning levels comprise of knowledge, comprehension, application, analysis, synthesis and evaluation. The samples of the study were 135 undergraduate students who participated in ED423303 Computer in Education at Burapha University in the second semester of 2002. Student personalities were categorized as extrovert and introvert, whereas learning styles were classified as diverger, assimilator, converger, and accommodator. The instrument for the study was the website developed by the researcher as a supplementary mode of learning process. Data collection was done by tracking student records as they worked on the assignment provided by web-based instruction program. This was to examine the student interaction model. Chi-squaire Test was used as an instrument for data analysis which can be concluded as follows: 1. Thirty learning interaction models were found. 2. Students with different learning styles and personalities when assigned to work at the synthesis level, performed different learning interaction models at the 0.05 statistically significant level. 3. Students with different learning styles and personalities when assigned to work at the levels of knowledge, comprehension, application, analysis and evaluation, performed no statistically significant difference in learning interaction model on computer network. 4. Students with different personalities when assigned to work at different levels, performed no statistically significant difference in learning interaction model on computer network. 5. Students with different learning styles when assigned to work at the synthesis level, performed different learning interaction models on the computer network at the 0.05 statistically significant level. 6. Students with different learning styles when assigned to work at the levels of knowledge, comprehension, application, analysis and evaluation, performed no statistically significant difference.
