Individual Differences and Web-Based Learning

2011 ◽  
pp. 1-24 ◽  
Author(s):  
Michael Grimley ◽  
Richard Riding
Keyword(s):  
Individual Differences ◽  
Current Knowledge ◽  
Potential Interaction ◽  
Learning Preferences ◽  
Learning Performance ◽  
Web Based ◽  
Technical Developments ◽  
Individual Difference Variables ◽  
Memory Efficiency ◽  
Web Based Learning

This chapter considers a range of individual difference variables that have potential relevance to specifically designed Web-based learning packages. These include: cognitive style, working memory efficiency, anxiety, gender, and current knowledge. It discusses, in general terms, the conditions under which the variables are important, and the potential interaction between them in affecting learning performance. The roles of the variables within the context of Web-based learning are then examined. It is argued that technical developments in computer technology that allow materials that can accommodate learning preferences by responding to the student’s choices and learning performance combined with a better psychological understanding of individual differences in learning should result in improved educational effectiveness.

scholarly journals Adaptive web-based learning: accommodating individual differences through system's adaptation

2003 ◽  
Vol 34 (4) ◽  
pp. 511-527 ◽  
Author(s):  
George D. Magoulas ◽  
Yparisia Papanikolaou ◽  
Maria Grigoriadou
Keyword(s):  
Individual Differences ◽  
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.

Social learning constructs and employee learning performance in informal Web-based learning environments

2018 ◽  
Vol 30 (6) ◽  
pp. 394-414 ◽  
Author(s):  
HyunKyung Lee ◽  
MyungGeun Lee
Keyword(s):  
Social Media ◽  
Social Learning ◽  
Learning Community ◽  
Learning Environments ◽  
Learning Performance ◽  
Web Based ◽  
Content Type ◽  
Media Usage ◽  
Web Based Learning ◽  
The Relationship

Purpose The purpose of this paper is to investigate the relationship between social learning constructs and perceived learning performance in corporate informal Web-based learning environments. The study aims at providing significant implications for corporate educators who have worked on designing social learning environments in the workplace. Design/methodology/approach To identify the casual relationship of the proposed research model, data collected from 523 South Koreans who were corporate employees and social media users were analyzed using structural equation modeling. Findings The results indicate that self-motivation, learning community and social media usage were significantly related to perceived learning performance. In addition, social media usage mediated the relationship between the other social learning constructs and the learning performance. Originality/value Given that corporate personnel typically gain job-related knowledge and skills through social learning, corporate educators need to provide learners with social learning environments that are conducive to self-motivation and learning community. Social media, when used as a learning tool, might not sufficiently improve learning performance without the help of other social learning constructs. Findings shed light on which social learning constructs are essential to effective social learning environment design in the workplace.

scholarly journals Evaluation and improvement of student's question-posing ability in a web-based learning environment

2011 ◽  
Vol 27 (4) ◽  
Author(s):  
Yu-Feng Lan ◽  
Pin-Chuan Lin
Keyword(s):  
Learning Environment ◽  
Assessment Tool ◽  
Rapid Development ◽  
Two Dimensions ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning Performance ◽  
Learning Activity ◽  
Web Based ◽  
Web Based Learning

<span>With the rapid development of web-based learning environments, question-posing activities have become an important teaching and learning mode. However, this learning approach has some difficulties, one being the lack of a practical approach to assist teachers in evaluating the question-posing ability of all learners. To remedy this problem, the present study developed a system of integrating a reward mechanism into assessment activities, to measure the question-posing ability of individual students in a web-based learning environment. The system has been applied to a learning activity in a programming design course and 100 first-year college students were invited to participate in this research. After the experiment, the results showed the proposed system can serve as both a learning and an assessment tool in higher education, by encouraging students to carry out active learning, constructive criticism and knowledge sharing. A positive satisfaction is derived from the learning activities with the system under two dimensions of perceived usefulness and perceived ease of use. Most importantly, students' learning performance improved significantly.</span>

Understanding the Impact of Individual Differences on Learner Performance Using Hypermedia Systems

2017 ◽  
Vol 12 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Rana Alhajri ◽  
Ahmed A. Alhunaiyyan ◽  
Eba' AlMousa
Keyword(s):  
Data Mining ◽  
Individual Differences ◽  
Cognitive Style ◽  
Learning Performance ◽  
Web Based ◽  
Learner Performance ◽  
Using Data ◽  
Based Instruction ◽  
The Impact

In recent studies, there has been focus on understanding learner performance and behaviour using Web-Based Instruction (WBI) systems which accommodate individual differences. Studies have investigated the performance of these differences individually such as gender, cognitive style and prior knowledge. In this article, the authors describe a case-study using a large student user base. They analysed the performance of combinations of individual differences to investigate how each investigated item influenced learning performance. The data was filtered to validate the data mining findings in order to investigate the sensitivity of the results. Moving data threshold was used to evaluate their findings and to understand what could affect the performance. The authors found that certain combinations of individual differences altered a learner's performance level significantly using Data mining techniques. They conclude that designers of WBI applications need to consider the combination of individual differences rather than considering them individually in measuring learners' performance.

Effects of Cognitive Styles on Web-Based Learning: Desktop Computers Versus Mobile Devices

2017 ◽  
Vol 56 (5) ◽  
pp. 750-769 ◽  
Author(s):  
Jen-Hang Wang ◽  
Li-Ping Chang ◽  
Sherry Y. Chen
Keyword(s):  
Individual Differences ◽  
Student Learning ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Cognitive Styles ◽  
Similar Amount ◽  
Web Based ◽  
Web Based Learning ◽  
Desktop Computers ◽  
Better Than

Mobile devices (MDs) change the way of teaching and learning. However, not every student can appreciate the value of MDs. Thus, it is necessary to consider individual differences. Among various individual differences, cognitive styles particularly affect student learning because they refer to individuals’ information processing habits. In this vein, this study aimed to compare the effects of desktop computers (DCs) and MDs on student learning from a cognitive style perspective. The results demonstrated that students in the MD scenario showed more positive reactions than those in the DC scenario. Students in the MD scenario generally performed better than those in the DC scenario. In addition, Holists and Serialists performed differently in the DC scenario, while they demonstrated similar performance in the MD scenario. However, they spent a similar amount of time for completing the tasks, regardless of the DC scenario and MD scenario.

Individual Differences in Web-Based Learning

2011 ◽  
pp. 395-399
Author(s):  
Sherry Y. Chen
Keyword(s):  
Individual Differences ◽  
Cognitive Styles ◽  
Diverse Population ◽  
Instructional Programs ◽  
Web Based ◽  
Web Based Learning ◽  
Computer Based ◽  
Important Means ◽  
Art Research ◽  
The Web

As the Web becomes as an important means to disseminate information, a growing number of education settings are developing Web-based learning (WBL). Unlike traditional computer-based instructional programs, WBL systems are used by a diverse population of learners, in terms of their background, skills, and needs (Chen & Macredie, 2004). Therefore, individual differences are becoming an important consideration. In the past decade, many studies have found that individual differences have significant effects on WBL. In particular, gender differences (e.g., Roy & Chi, 2003), prior knowledge (e.g., Calisir & Gurel, 2003), to cognitive styles (e.g., Chen & Macredie, 2004) are the most critical individual differences elements. In this vein, this article will present a comprehensive review on their influences on Web-based learning. The reader of this article is expected to get an overview of the state of the art research associated with these individual differences elements.

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.

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