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Exploring learner preferences about the forms of instructional structure, interaction and cognitive process in the web-based learning environment
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, , National Taiwan Normal University, Taiwan ; , National Chiao-Tung University, Taiwan

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study attempted to explore the learner preferences about the web-based learning environment, focusing on the forms of instructional structure, interaction and cognitive process. Reported here is the result of a pilot test of a large-scale investigation (n > 500) which is currently in progress. Subjects of the study were 150 college science students. A 4-point Likert-scale questionnaire was developed by the authors for data collection. The preliminary factor and t-test analyses showed that in the web-based learning environment, college science students seemingly preferred more of the individual, structured and concept-based instructional structure than collaborative, inquiry and issue-based design. For cognitive process, students recognized more of the surface than deep information processing. And, they also favored the simple/personal than complex/interpersonal mode of interaction.

Citation

Yang, F.Y., Chang, C.C. & Tsai, C.C. (2005). Exploring learner preferences about the forms of instructional structure, interaction and cognitive process in the web-based learning environment. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1200-1206). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 25, 2019 from .

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