Alomyan, H, " Exploration of Instructional Strategies and Individual Differences " , "International Education Journal",Vol.4,No.4, , Adelaide, South Australia, 07/08/2004
Individual differences have been identified as important factors that might have
significant impact on students’ learning. This study investigated the effect of student’s
cognitive styles, achievement motivation, prior knowledge, and attitudes on student’s
achievement in web-based learning. A web-based course was designed for second year
university students in an educational psychology class. Cognitive Style Analysis
(CSA), Achievement Motivation Scale (AMS), and Attitude Scale (AS) were
administered to a sample of 71 second-year university students enrolled in the
educational psychology class. Findings of the study revealed that no significant
differences (0.05) in achievement between field-dependent and field-independent
students. Also, students with different characteristics learned equally well in webbased
learning. The students enjoyed the convenience of web based learning.
Competition and high expectation were the motivating forces in web based learning..
Prior knowledge and motivation seemed to be the only significant factors that
explained more than 25 per cent of student achievement measured by class grade.
In the past ten years the Web has attracted many educators for purposes of teaching
and learning. The main advantage of the Web lies in its non-linear interaction. That is,
students can have more control over their learning paths. However, this freedom of
control may cause, for some students problems such as disorientation, cognitive
overload and control problems. To investigate these problems researchers have shifted
there focus towards finding how is web-based learning used by learners with different
characteristics and styles. In this paper, we outline the findings of some research on
individual differences in the context of web-based learning. We also address how webbased
learning systems can be adapted to learners’ needs and styles. And then we
suggest an adaptive web-based learning model, based on the analysis of findings
obtained from these studies.
Alomyan, H and Au, w, " An Investigation of the Effect of Cognitive Style and Different Presentation Strategies on Students’ Information Retrieval in a Web-based Learning Environment " , "Paper presented at the Educational Research Conference 2008",Vol.,No., , Adelaide, South Australia, 07/11/2008
Alomyan, H and Au, W, " Cognitive styles, achievement motivation, prior knowledge and attitudes in web-based learning " , "Paper presented at the Second International Conference on Multimedia and ICTs in Education",Vol.,No., , BadajoZ, Spain, 07/12/2003