Abstract
This study is based on cooperate Concept Map through Mindtool(Coggle) to increase students’ motivation and can learn effectively. According to the Index of Learning Style (ILS) proposed by Felder and Soloman, this study discuss different learning style and teaching strategy impact students’ academic achievement after they learning. The independent variable was teaching strategy from learning style, the dependent variable was academic achievement. The participants were 50 graduate students in Taichung. This research shows that (1) The knowledge can be acquired not only from the classroom educated by teacher, but also exploring voluntarily by learners themselves to enhance their experiential thinking and reflective thinking. (2) This study use rubric method to measure the impact of different learning style and teaching strategy to students’ academic achievement. (3) In accordance with students’ learning contents and views, teachers can provide supplemental materials and instructions and adjust teaching strategy.
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Acknowledgements
The authors thank the support of Ministry of Science and Technology (MOST) of the Republic of China (ROC) to this research under Grant No. MOST 104-2511-S-005-003- and MOST 103-2622-S-005-001-CC3.
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Chen, CC., Huang, YM., Lin, PH., Jeng, YL., Huang, YM., Chen, MY. (2017). Using Mindtool-Based Collaborative Learning Approach for Higher Education to Support Concept Map Construction. In: Wu, TT., Gennari, R., Huang, YM., Xie, H., Cao, Y. (eds) Emerging Technologies for Education. SETE 2016. Lecture Notes in Computer Science(), vol 10108. Springer, Cham. https://doi.org/10.1007/978-3-319-52836-6_11
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