The impact factors in remedial english e-learning instruction

Abstract

Technology is one of the powerful media in education. Especially, the remedial instruction by computer technology is widely used from K-12 to higher education. This study applied the grounded theory approach analyzing data with visual association map to find the impact factors in English remedial e-learning instruction. The significances of this paper are proposing the results with visual representation and with an event scenario to instructors or instructional designers. The results indicated that the engineer school, science school, management school and concrete-sequential learning style were the main factors in learner characteristic perspective. With these learner characteristic impact factors, the instructional factors appeared in remedial English e-learning course. Future studies are needed. © 2011 Springer-Verlag.