Cognitive Modeling of Student Learning in Web-Based Instructional Programs

There has been tremendous growth in Web-based instruction over the past few years. Because the user group of Web-based instruction includes learners from heterogeneous backgrounds, individual differences become an important issue in the development of Web-based instructional programs. Among a variet...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:International journal of human-computer interaction 2004-01, Vol.17 (3), p.375-402
Hauptverfasser: Chen, Sherry Y., Macredie, Robert D.
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:There has been tremendous growth in Web-based instruction over the past few years. Because the user group of Web-based instruction includes learners from heterogeneous backgrounds, individual differences become an important issue in the development of Web-based instructional programs. Among a variety of individual differences, cognitive style is a particularly important characteristic. This study aims to determine the relationships between learners' cognitive styles and their perceptions and attitudes toward the features of a Web-based instructional program. The results indicate that cognitive styles influence students' reactions to nonlinear interaction, independent learning, and navigation tools and the difficulties and problems that they encounter. The findings are applied to develop a learning model that can support the design of Web-based instructional programs.
ISSN:1044-7318
1532-7590
1044-7318
DOI:10.1207/s15327590ijhc1703_5