Field Dependence/Independence and the Needs of Students in a Web-Based Instructional Environment
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Karolick, D., Carey, D. & Whyte, M. (2000). Field Dependence/Independence and the Needs of Students in a Web-Based Instructional Environment. In J. Bourdeau & R. Heller (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2000 (pp. 1400-1401). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/16310.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2000
Jacqueline Bourdeau & Rachelle Heller
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Table of Contents
Research on field dependence/independence in the learner reveals a number of interesting factors about preferred learning modalities. The field independent learner is most typically intrinsically motivated, for example, while highly field dependent people, who are more socially oriented, are motivated by external rewards. Additionally, and more important for the design of on-line instruction, field dependent learners require and prefer more structure, direction, and support from authority figures and colleagues than field independent learners.
- A hybrid adaptation framework to support authentic learning activities in web-based environments
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
- Defining Distance Learning and Distance Education
- The Effects of Still Images and Animated Images on Motion-Related and Non-Motion Related Learning Tasks in College Students of Different Levels of Field Dependence-Independence
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