| Summary: | 碩士 === 國立交通大學 === 理學院碩士在職專班網路學習學程 === 94 === A Web-based Learning System can offer different learners to use with different operation progress and learning strategies at the same time. Because of the different individual attributes, there would be different results. Learning will be full of interesting and activities inspired if we consider individual differences into the design of teaching material and guide properly.
The concepts of this research consult ' Anchored Instruction '. We choose a film which a lot of cognitive, affective and skill anchors included to offer the students a vivid vision stimulates by means of a web-based program system and helps learners to understand the content of the film. Learners have leading right during the process of viewing and admire the film. They can pause the film at any time and make an ' Anchor point '. Different anchor points offer a meaningful cognitive orbit to learners. We want to find out learners of different thinking-style will focus on what kind of anchors, and then to analyze the relationship between thinking styles and cognitive concept.
The second experimental design is a guide-mode system. Teacher preserves several cognitive anchor points, observing different responses that the learners view and admire the film remembered through the anchor point note and emerges; we want to observe what kind of learning strategies will be taken by different thinking-style learners.
The result of research shows:
1. The relation between thinking style and the behavior of noting anchor points is obvious.
There is positive correlation to legislate score and note amount; but not showing in executive score and judicial score.
2. Students of different thinking-styles are interested in some critical anchor point types.
The single high executive students have apparently partiality in ‘My gains’ and ‘It’s interesting’ items. The single high judicial students do not have special partiality.
3. There are differences in noting behavior on variant anchors because of different thinking styles.
In ‘My gains’ and ‘It’s interesting’ items, The single high legislate students make more notes than single high judicial and executive students。
4. The relation between thinking style and learning strategy is independent in a guide-mode learning system.
5. In a guide-mode system, it is relevant to the noting behavior and thinking styles in high legislate and high executive students; but the high judicial students deny.
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