The Development of Constructivist Web-Based Learning Environments to Enhance Learner’s Information Processing and Reduce Cognitive Load

2020 ◽  
pp. 475-482
Author(s):  
Nat Chaijaroen ◽  
Sarawut Jackpeng ◽  
Sumalee Chaijaroen
Keyword(s):  
Information Processing ◽  
Cognitive Load ◽  
Learning Environments ◽  
Web Based ◽  
Web Based Learning

Can Cognitive Style Predict How Individuals Use Web-Based Learning Environments?

2011 ◽  
pp. 1553-1563
Author(s):  
Martin Graff
Keyword(s):  
Instructional Design ◽  
Information Processing ◽  
Individual Differences ◽  
Cognitive Style ◽  
Learning Environments ◽  
Instructional Systems ◽  
Web Based ◽  
Web Based Learning

This chapter considers the question of whether Web-based learning environments can be employed to effectively facilitative learning. Several questions are considered around this issue, principally whether variations in hypertext architecture, and individual differences in information processing are salient factors for consideration. Furthermore, whether the effectiveness of learning depends precisely upon how learning is defined. Finally, differences in hypertext navigational strategies are assessed in terms of whether these can be predicted by individual differences in cognitive style. The chapter ends by concluding that the research on Web-based instructional systems is to some extent promising, although the field of cognitive style is diverse, and realistic predictions regarding the use of this construct in instructional design is, as yet, tenuous.

Can Cognitive Style Predict How Individuals Use Web-Based Learning Environments?

2011 ◽  
pp. 46-57 ◽  
Author(s):  
Martin Graff
Keyword(s):  
Instructional Design ◽  
Information Processing ◽  
Individual Differences ◽  
Cognitive Style ◽  
Learning Environments ◽  
Instructional Systems ◽  
Web Based ◽  
Web Based Learning

This chapter considers the question of whether Web-based learning environments can be employed to effectively facilitative learning. Several questions are considered around this issue, principally whether variations in hypertext architecture, and individual differences in information processing are salient factors for consideration. Furthermore, whether the effectiveness of learning depends precisely upon how learning is defined. Finally, differences in hypertext navigational strategies are assessed in terms of whether these can be predicted by individual differences in cognitive style. The chapter ends by concluding that the research on Web-based instructional systems is to some extent promising, although the field of cognitive style is diverse, and realistic predictions regarding the use of this construct in instructional design is, as yet, tenuous.

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

2021 ◽  
pp. 436-469
Author(s):  
Joseph George M. Lutta
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Individual Characteristics ◽  
Cross Cultural ◽  
Future Research ◽  
Web Based ◽  
Research And Practice ◽  
Web Based Learning

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

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