本研究旨在探討公務人員以混成學習(blended learning)方式進行教育訓練時，其學習風格、學習參與度與學習成效之間的相關情形，研究對象為於2010年10至12月期間，參加公務人力發展中心所辦理之混成學習教育訓練課程之公務人員，共發出問卷185份，回收165份，有效問卷154份，有效回收率為83.24%；研究資料除學習風格、學習參與度及學習成效問卷等受測者自評資料外，另配合線上學習平台所紀錄之線上閱讀時間、測驗成績及參與線上討論次數等客觀資料，經由皮爾森相關分析、多元回歸分析等統計方式進行分析，研究結果發現：
一、不同學習風格的學習者，在線上閱讀時間、參與線上討論次數、線上學習參與度與實體學習參與度無顯著差異。
二、不同學習風格的學習者，在對課程滿意度及線上測驗成績部分無顯著差異，而在個人才能增進與運用程度及整體學習成效上，發散型的學習者表現優於同化型的學習者。
三、學習者的學習參與度與學習成效方面，學習參與度較高之學習者學習成效也較佳。
四、僅實體參與度對於整體學習成效有顯著的預測力。
本研究並依據研究結果提出研究結論與建議，提供未來對此研究領域進行探討的研究者及教育訓練規劃者或教導者研究及工作上參考，並藉由此研究成果進一步提供教育訓練機構辦理混成學習式教育訓練時，課程規劃及教案設計之參考，使混成學習的教育訓練能推展得更好，成效更顯著。

The purpose of this study aims to explore the correlations among learning styles, learning participation, and learning effectiveness of blended learning for civil servants. The study subjects are the civil servants who attended blended learning courses in Civil Service Development Institute from Oct 2010 to Dec 2010. The blended learning courses of this study incorporate both E-learning and face-to-face classroom learning activities. A specially-designed questionnaire was used to assess the learning styles, participation, and learning effectiveness of the study subjects. The duration of online reading and frequency of online discussion were also considered as indicators of participation, and the scores of online quizzes after blended learning were viewed as an alternative, objective measurement for learning effectiveness. Pearson correlation and multiple linear regression analyses were used to assess the associations of the study parameters. A total number of 185 civil servants were invited to participate in the study, but only 154 subjects who finished the blended learning courses and filled in the questionnaire completely were further analyzed. Our findings showed: (1) There was no significant association of the learning styles with E-learning participation or classroom learning participation; (2) The learning styles were significantly associated with learning effectiveness; (3) The learning participation was positively correlated with learning effectiveness; (4) The face to face classroom learning participation was the only significant predictor for learning effectiveness. Our data suggest the learning styles of civil servants might play a critical role in the learning effectiveness of blended learning. This has important implications in continued education of civil servants in the future.

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