AB+-+Huang+et+al.+(2012)

 The authors extended previous research by testing a model that examined the mediating process of prior knowledge in the relationship between learning style and e-learning performance. They posited that (a) learning style is positively related to online participation, (b) that online participation is positively related to e-learning performance, and (c) the greater the prior knowledge, the stronger the relationship between online participation and learning performance. This study measured the learning style of 219 college students in a single course by measuring (a) student learning style using the ILS, (b) student online participation, (c) student performance, (d) prior knowledge of the tool used in the course, and (e) the control variables of gender, computer experience, and Internet experience. Support was found that online participation is a mediating construct between learning style and performance; further the study found that sensory learning style individuals tend to participate more frequently and for a longer duration; while prior knowledge was shown to moderate the relationship between participation and learning performance only in terms of passive participation. Several recommendations were made by the authors. First, “although it is difficult to determine the degree of influence of the mediating construct, educational institutions should take action to boost ‘students’ online participation in e-learning courses” (p. 347). Second, “most learners appear to be able to benefit [from e-learning] immediately” (p. 347). The authors also commented on several suggestions for further research, namely (a) the model needs to be tested in different subject contexts, (b) additional mediating processes that link learning styles and learning performance should be explored, and (c) a more mature, professional, and autonomous set of online learners should be enlisted. As my dissertation focuses on student satisfaction this article contributes to a basic understanding of its components.
 * **Reference: ** || Huang, E. Y., Lin, S. W., & Huang, T. K. (2012). What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction. //Computers & Education, 58//(1), 338-349. doi:10.1016/j.compedu.2011.08.003 ||
 * **Author's: ** || Huang, E. Y., Lin, S. W., & Huang, T. K. ||
 * **Title:** || What type of learning style leads to online participation in the mixed‐mode e‐learning environment? A study of software usage instruction. ||
 * **Year:** || 2012 ||
 * **Journal: ** || //Computers & Education // ||
 * **Retrieval Information**: || http://dx.doi.org/10.1016/j.compedu.2011.08.003 ||
 * **Bibliography**: ||  ||
 * The authors extended previous research by testing a model that examined the mediating process of prior knowledge in the relationship between learning style and e-learning performance. They posited that (a) learning style is positively related to online participation, (b) that online participation is positively related to e-learning performance, and (c) the greater the prior knowledge, the stronger the relationship between online participation and learning performance. This study measured the learning style of 219 college students in a single course by measuring (a) student learning style using the ILS, (b) student online participation, (c) student performance, (d) prior knowledge of the tool used in the course, and (e) the control variables of gender, computer experience, and Internet experience. Support was found that online participation is a mediating construct between learning style and performance; further the study found that sensory learning style individuals tend to participate more frequently and for a longer duration; while prior knowledge was shown to moderate the relationship between participation and learning performance only in terms of passive participation. Several recommendations were made by the authors. First, “ although it is difficult to determine the degree of influence of the mediating construct, educational institutions should take action to boost ‘students’ online participation in e-learning courses <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 347 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Second, “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">most learners appear to be able to benefit [from e-learning] immediately <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 347 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors also commented on several suggestions for further research, namely (a) the model needs to be tested in different subject contexts, (b) additional mediating processes that link learning styles and learning performance should be explored, and (c) a more mature, professional, and autonomous set of online learners should be enlisted. As my dissertation focuses on student satisfaction this article contributes to a basic understanding of its components. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dx.doi.org/10.1016/j.compedu.2011.08.003 ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The authors extended previous research by testing a model that examined the mediating process of prior knowledge in the relationship between learning style and e-learning performance. They posited that (a) learning style is positively related to online participation, (b) that online participation is positively related to e-learning performance, and (c) the greater the prior knowledge, the stronger the relationship between online participation and learning performance. This study measured the learning style of 219 college students in a single course by measuring (a) student learning style using the ILS, (b) student online participation, (c) student performance, (d) prior knowledge of the tool used in the course, and (e) the control variables of gender, computer experience, and Internet experience. Support was found that online participation is a mediating construct between learning style and performance; further the study found that sensory learning style individuals tend to participate more frequently and for a longer duration; while prior knowledge was shown to moderate the relationship between participation and learning performance only in terms of passive participation. Several recommendations were made by the authors. First, “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">although it is difficult to determine the degree of influence of the mediating construct, educational institutions should take action to boost ‘students’ online participation in e-learning courses <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 347 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Second, “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">most learners appear to be able to benefit [from e-learning] immediately <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 347 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors also commented on several suggestions for further research, namely (a) the model needs to be tested in different subject contexts, (b) additional mediating processes that link learning styles and learning performance should be explored, and (c) a more mature, professional, and autonomous set of online learners should be enlisted. As my dissertation focuses on student satisfaction this article contributes to a basic understanding of its components. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||