On Being Dependent or Independent in Computer Based Learning Environments.

Abstract

This paper critically examines the concepts of field dependent and field independent cognitive styles within the context of computer-based instruction. The literature suggests that hypermedia instructional environments are more likely to engage cognitively field independent learners. This active engagement may be the result of the non-structured and explorative nature of hypermedia environments, whereas field dependent learners prefer a more prescriptive and linear style of instruction. Following a review of both these learning style constructs and research studies associated with hypermedia environments, the paper provides a summary of implications together with potential avenues for future research. Field Dependence and Field Independence Each student learns in a different way and individual differences in learning have been corroborated in many studies (cf., Yu-ping Hsiao, 1997). It has been argued that, given students learn in different ways, instruction should be designed in such a way that it can accommodate different learning styles (Raven, Cano, Garton, & Shelhamer, 1993). Several classifications of learning and/or cognitive styles have been proposed by authors such as Dunn and Dunn (1978), Felder (2000), Gardner (1993) and Kolb (1984). For the sake of brevity, the terms learning and cognitive styles will be used interchangeably to denote aptitudes, regular mental behaviours, traits, habits or mental tasks that an individual displays under problem-solving situations (Jonassen & Grabowski, 1993). The research literature in education offers an array of terms to distinguish the different ways in which individuals display these aptitudes (cf. McLoughlin, 1999) with the dimensions of field dependence (FD) and field independence (FT)being prominent.

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