Cognitive Modeling of Student Learning in Web-Based Instructional Programs

Sherry Y. Chen · Robert D. Macredie

101 citations0/0 files storedInternational Journal of Human-Computer Interaction

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Learning Styles and Cognitive Differences Online and Blended Learning Visual and Cognitive Learning Processes

Abstract

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.

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1977Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications 1991Cognitive Styles—an overview and integration 1976STYLES AND STRATEGIES OF LEARNING 1985Numbers and Words 1994The Research Manual: Design and Statistics for Applied Linguistics 1998Cognitive styles and learning strategies 1981Cognitive styles: essence and origins. Field dependence and field independence.2001Cognitive styles and hypermedia navigation: Development of a learning model

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2005Hypermedia learning and prior knowledge: domain expertise vs. system expertise 2007What strategies are effective for formative assessment in an e‐learning environment?2009Web-based learning programs: Use by learners with various cognitive styles 2008Field dependence–independence as visuospatial and executive functioning in working memory: implications for instructional systems design and research 2009Field dependence–independence and instructional-design effects on learners’ performance with a computer-modeling tool

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