Web-based learning programs: Use by learners with various cognitive styles

Authors:
Ling-Hsiu Chen
Affiliations:
Department of Information Management, Chaoyang University of Technology, 168, Jifong East Road, Wufong, Taichung County 413, Taiwan
Venue:
Computers & Education
Year:
2010

Citing 6
Cited 5

Predicting users' requests on the WWW

UM '99 Proceedings of the seventh international conference on User modeling
Individual differences, hypermedia navigation, and learning: an empirical study

Journal of Educational Multimedia and Hypermedia
Cognitive styles and hypermedia navigation: development of a learning model

Journal of the American Society for Information Science and Technology
The interactive effects of field dependence-independence and internet document manipulation style on student achievement from computer-based instruction

The interactive effects of field dependence-independence and internet document manipulation style on student achievement from computer-based instruction
What affect student cognitive style in the development of hypermedia learning system?

Computers & Education
Navigation in hypermedia learning systems: experts vs. novices

Computers in Human Behavior

Enhancement of student learning performance using personalized diagnosis and remedial learning system

Computers & Education
Web page previews: effect on comprehension, user perceptions, and site exploration

Journal of Information Science
The effects of individual differences and visual instructional aids on disorientation, learning performance and attitudes in a Hypermedia Learning System

Computers in Human Behavior
A service component based CAT system with SCORM for advanced learning effects

Multimedia Tools and Applications
Investigating attributes affecting the performance of WBI users

Computers & Education

Quantified Score

Hi-index	0.00

Visualization

Abstract

To consider how Web-based learning program is utilized by learners with different cognitive styles, this study presents a Web-based learning system (WBLS) and analyzes learners' browsing data recorded in the log file to identify how learners' cognitive styles and learning behavior are related. In order to develop an adapted WBLS, this study also proposes a design model for system designers to tailor the preferences linked with each cognitive style. The samples comprise 105 third-grade Accounting Information System course students from a technology university in central Taiwan. Analytical results demonstrate that learners with different cognitive styles have similar but linear learning approaches, and learners with different cognitive styles adopt different navigation tools to process learning.