A New Paradigm for Successful Learning on the Web
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Martinez, M. (1999). A New Paradigm for Successful Learning on the Web. In Proceedings of WebNet World Conference on the WWW and Internet 1999 (pp. 705-710). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/7444.
How do we support successful, lifelong learners and help them competently respond to rapidly changing opportunities in the 21st century. The answer lies in how well we understand the sources for successful learning and consider audiences differentiated by individual learning differences. After years of cognitive traditions, lack of whole-person theoretical foundations, and imperfect one-size-fits-all designs, today's paradigms are still overlooking the significant, higher-order impact of affective and conative influences on learning. The investigator introduced learning orientations (learner-difference profiles) to examine learning in different environments. This is a unique perspective that considers how conative and affective factors guide, manage, and sometimes override cognitive (thinking) processes. The ANOVA results show how learning orientation, time, and environments account for significant effects and interactions. These results demonstrate useful ways to analyze and differentiate the audience before designing solutions for more successful learning and performance.
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