Analysis of Knowledge Creation Learning Strategies & Academic Achievement by Learning Styles in a Cyber Learning Environment

This study aims to analyze university students’ learning strategies preferred in the knowledge creation process and academic achievement according to their learning styles in a cyber learning environment. The participants of this study were 196 university students who attended cyber lecture classes in C University in Korea, and the research instruments were Felder-Silverman’s learning styles inventory, preferred knowledge creation learning strategies questionnaire and academic achievement test. First, from the results of comparing preferences of four knowledge creation learning strategies in learning styles, active and global learners showed significantly high preference in knowledge activation, elaboration, divergent thinking, knowledge sharing strategy than reflective and sequential learners. Intuitive and visual learners showed significantly higher preference in the rest three learning strategies excluding respectively knowledge activation strategy and elaboration strategy than sensing and verbal learners. Second, the result of difference in academic achievement according to learning style, sequential learners showed higher scores than global learners. There was no significant difference in academic achievement between active and reflective leaner, between sensing and intuitive learners and between visual and verbal learners. The results of this study may be utilized for basic sources to design cyber learning tasks and support functions to perform learning strategies according to individual learners.