Exploring learner preferences about the forms of instructional structure, interaction and cognitive process in the web-based learning environment
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Authors
EdMedia + Innovate Learning, Jun 27, 2005 in Montreal, Canada ISBN 978-1-880094-56-3
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 11, 2024 from https://www.learntechlib.org/p/20243.
© 2005 AACE