Student Note-Taking in Narrative-Centered Learning Environments: Individual Differences and Learning Effects

Knowledge carries some general characteristics related to the socio-environmental, cultural, and bio-physiological contexts. These three coordinates help us to understand under which condition knowledge is achieved/gained and they do it. Along the same line, the real or virtual learning contexts being essential and unique, the possibilities offered by the VLE which give the opportunity of programming environmental challenges, complexity, and support for subjects open up a series of educational perspectives that support individual differences even when they reproduce social platforms as virtual worlds. Programming that through adequate representations of environments, situations, problems, and specific actions are able to work on more complex neuronal patterns usually activated in the presence of real objects, especially in light of the current structures present in formal contexts of education.

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Note-taking, individual differences, and memory for lecture information.

Journal of Educational Psychology ◽

10.1037/0022-0663.77.5.522 ◽

1985 ◽

Vol 77 (5) ◽

pp. 522-532 ◽

Cited By ~ 79

Author(s):

Gilles O. Einstein ◽

Joy Morris ◽

Susan Smith

Keyword(s):

Individual Differences ◽

Note Taking

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

Instructional Design ◽

10.4018/978-1-60960-503-2.ch705 ◽

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.

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Supporting Group and Individual Processes in Web-Based Collaborative Learning Environments

Cognitive and Emotional Processes in Web-Based Education ◽

10.4018/978-1-60566-392-0.ch019 ◽

2010 ◽

pp. 396-413 ◽

Cited By ~ 2

Author(s):

F. Pozzi

Keyword(s):

Individual Differences ◽

Collaborative Learning ◽

Learning Environments ◽

Learning Process ◽

Learning Experience ◽

Group Differences ◽

Web Based ◽

Online Collaborative Learning ◽

Monitoring Model ◽

Different Levels

This chapter tackles the issue of how it is possible to integrate individual differences in the learning design of Web-based collaborative learning experiences. In particular, in online collaborative learning environments, it is quite common to adopt techniques to support collaboration and interactions among peers. This contribution proposes to monitor the enactment of the collaborative techniques to make individual and group differences emerge, thus allowing the consequent customization of the learning experience. To this aim, a monitoring model is proposed, whose flexibility allows the tutor to bring different aspects and different levels of the ongoing learning process under control.

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Individual Differences in Adaptive Educational Hypermedia

Cognitive and Emotional Processes in Web-Based Education ◽

10.4018/978-1-60566-392-0.ch009 ◽

2011 ◽

pp. 147-163 ◽

Cited By ~ 1

Author(s):

Nikos Tsianos ◽

Panagiotis Germanakos ◽

Zacharias Lekkas ◽

Costas Mourlas

Keyword(s):

Working Memory ◽

Individual Differences ◽

Cognitive Style ◽

Learning Environments ◽

Visual Working Memory ◽

Total Sample ◽

Personalized Learning ◽

Style Analysis ◽

Instructional Style ◽

Educational Hypermedia

The purpose of this chapter is to experimentally explore the effect of individual differences in an adaptive educational hypermedia application. To that direction, the constructs of cognitive style (Cognitive Style Analysis) and visual working memory (visuo-spatial subsystem of Baddeley’s model) were employed as personalization parameters, thus rendering possible the provision of personalized learning environments according to users’ intrinsic characteristics. Two distinct experiments were conducted, with a total sample of 347 university students, seeking out to ground the hypothesis that matching the instructional style to learners’ preferences would increase their performance. Both experiments demonstrated that users in the personalized condition generally outperformed those that were instructed in a condition mismatched to their cognitive style or visual working memory ability.

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