Journal of Educational Multimedia and Hypermedia
Adapting instruction in search of 'a significant difference'
Journal of Network and Computer Applications
Individual differences, hypermedia navigation, and learning: an empirical study
Journal of Educational Multimedia and Hypermedia
Adaptive Content in an Online Lecture System
AH '00 Proceedings of the International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems
Evaluating the Effects of Open Student Models on Learning
AH '02 Proceedings of the Second International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems
Personalizing the Interaction in a Web-based Educational Hypermedia System: the case of INSPIRE
User Modeling and User-Adapted Interaction
Learning style, learning patterns, and learning performance in a WebCT-based MIS course
Information and Management
Cognitive style, hypermedia navigation and learning
Computers & Education
STyLE-OLM: Interactive Open Learner Modelling
International Journal of Artificial Intelligence in Education - "Caring for the Learner" in honour of John Self
Adaptive and Intelligent Web-based Educational Systems
International Journal of Artificial Intelligence in Education
Interacting with Inspectable Bayesian Student Models
International Journal of Artificial Intelligence in Education
Enhancing student learning through hypermedia courseware andincorporation of student learning styles
IEEE Transactions on Education
Individualizing Tutoring with Learning Style Based Feedback
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
AH '08 Proceedings of the 5th international conference on Adaptive Hypermedia and Adaptive Web-Based Systems
Comparing Student-Constructed Open Learner Model Presentations to the Domain
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Multimedia Tools and Applications
Design of adaptive hypermedia learning systems: A cognitive style approach
Computers & Education
Coping with learning styles during organizational changes
Proceedings of the 28th Annual European Conference on Cognitive Ergonomics
Student preferences for editing, persuading, and negotiating the open learner model
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Expert Systems with Applications: An International Journal
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Recently, research in individual differences and in particular, learning and cognitive style, has been used as a basis to consider learner preferences in a web-based educational context. Modelling style in a web-based learning environment demands that developers build a specific framework describing how to design a variety of options for learners with different approaches to learning. In this paper two representative examples of educational systems, Flexi-OLM and INSPIRE, that provide learners a variety of options designed according to specific style categorisations, are presented. Experimental results from two empirical studies performed on the systems to investigate learners' learning and cognitive style, and preferences during interaction, are described. It was found that learners do have a preference regarding their interaction, but no obvious link between style and approaches offered, was detected. Derived from an examination of this experimental data, we suggest that while style information can be used to inform the design of learning environments that accommodate learners' individual differences, it would be wise to recommend interactions based on learners' behaviour. Learning environments should allow learners or learners' interaction behaviour to select or trigger the appropriate approach for the particular learner in the specific context. Alternative approaches towards these directions are also discussed.