The influence of learning style and training method on self-efficacy and learning performance in WWW homepage design training

The present study compares the relative effects of two training methods on learner's computer self-efficacy and learning performance in WWW homepage d esign. A field experiment was conducted by employing two classes of 10th gr aders. Results indicated that the behavior modeling training method yielded consistently superior performance and higher computer self-efficacy as com pared with the instruction-based approach. Subjects with various learning s tyles performed substantially different in some learning tasks. The signifi cant two-way interaction indicates the critical roles that gender and learn ing style played in interacting with training method. For learning performa nce, male students benefited more from the instruction-based and female stu dents learned better in the behavior modeling condition. Concerning compute r self-efficacy, female students gained more from the instruction and male students benefited more from behavior modeling approaches. For different le arning style students, there exists a best-fit training approach. In additi on, the best-fit training approach is task dependent. These results suggest that each individual training method has its unique merit to meet designat ed training objectives for learners with specific traits. Future research d irections conclude the paper. (C) 2000 Elsevier Science Ltd. All rights res erved.