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Building Interactive World Wide Web (Web) Learning Environments to Match and Support Individual Learning Differences Article

, , Brigham Young University, United States

Journal of Interactive Learning Research Volume 11, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This investigation examined individual learning differences and
adaptive learning in interactive World Wide Web (Web or
WWW) learning environments from a new perspective. This per-spective
differs from traditional highly cognitive approaches be-cause
it highlights the dominant influence of emotions and inten-tions
and their impact on learning. The study introduced learner-difference
profiles called learning orientations and the System for
Intentional Learning and Performance Assessment (SILPA), an
interactive Web learning environment, to investigate how individ-uals
manage learning in environments designed to support learn-ing
orientations. To accomplish this purpose, this study used
learning orientation to (a) add the learner-difference dimension to
the research design and analytical models (b) differentiate the
learning audience, (c) guide the design of the learning environ-ment
and presentation of the treatment, and (d) make interpreta-tions
about the results. A secondary purpose was to test the
SILPA as a promising new instructional and formative research
model for Web learning.

Citation

BUNDERSON, C.V. & MARTINEZ, M. (2000). Building Interactive World Wide Web (Web) Learning Environments to Match and Support Individual Learning Differences. Journal of Interactive Learning Research, 11(2), 163-195. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).

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