Cognitive Styles and Adaptive Web-based Learning

Adaptive hypermedia techniques have been widely used in web-based learning programs. Traditionally these programs have focused on adapting to the user’s prior knowledge, but recent research has begun to consider adapting to cognitive style. This study aims to determine whether offering adapted interfaces tailored to the user’s cognitive style would improve their learning performance and perceptions. The findings indicate that adapting interfaces based on cognitive styles cannot facilitate learning, but mismatching interfaces may cause problems for learners. The results also suggest that creating an interface that caters for different cognitive styles and gives a selection of navigational tools might be more beneficial for learners. The implications of these findings for the design of web-based learning programs are discussed

Web-based learning environment based on students’ needs

Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a webbased learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning

Investigation of the use of navigation tools in web-based learning: A data mining approach

Web-based learning is widespread in educational settings. The popularity of Web-based learning is in great measure because of its flexibility. Multiple navigation tools provided some of this flexibility. Different navigation tools offer different functions. Therefore, it is important to understand how the navigation tools are used by learners with different backgrounds, knowledge, and skills. This article presents two empirical studies in which data-mining approaches were used to analyze learners' navigation behavior. The results indicate that prior knowledge and subject content are two potential factors influencing the use of navigation tools. In addition, the lack of appropriate use of navigation tools may adversely influence learning performance. The results have been integrated into a model that can help designers develop Web-based learning programs and other Web-based applications that can be tailored to learners' needs

Multiple representations in web-based learning of chemistry concepts

A new chemistry curriculum for secondary schools is currently under construction in the Netherlands, in which chemical knowledge will be embedded in contexts that show applications of chemistry in the society. Several research groups develop such modules and a committee appointed by the Dutch Ministry of Education advises about the chemical content and concepts.\ud A central issue in chemistry education is the relation between the real, molecular and symbolic world. Skilled chemists switch easily between these worlds, but beginning students do not. They could get better results and will be more able to solve problems if they would make better connections between the three chemical worlds. The University of Twente has developed a series of lessons about the particle model. Included in this instruction material are animations of chemical processes at the molecular level. In the lessons students are supported and stimulated to make connections between the three chemical worlds. Students are shown the importance of new chemical knowledge in society. The mental images and the knowledge schemata of the students are investigated in this research. The students were interviewed before they received instruction, and after they received about half of the instruction. At the end of the instruction they were asked to make a concept map.\ud It appeared that the links between the real, molecular and symbolic world are not strengthened after the instruction. The students make more links between the real and symbolic world, but hardly connect these world to the molecular world or vice versa. There is still a gap between the students’ mental models and scientifically accepted models as represented in animations and illustrations in the instruction. Most students liked the animations in the instruction and mentioned them as strong point. It is therefore surprising that some students could not remember the animations when they were interviewed, whilst others their representations were about the same as the animations. Clearly, the effectiveness of the animations must be enhanced and more research is needed for this

Pengembangan Model Web Based Learning pada Mata Pelajaran Jaringan Dasar Paket Keahlian Tkj pada SMKN Se-kota Malang

A Study of web based learning as a learning resource, whichis a learning activity that utilizes media site (website) which can be accessed through the internet network. This happens also in SMKN Malang, especially on the issue of the basic network of subjects. Basic network is one important part of the package on the Computer and Network Engineering expertise. On this basis, need to be developed web based learning media products that can be accessed through mobile devices and to run as a learning resource that is already created by using web based software that can be accessed using a web browser. This research is based on the model of development of ADDIE implemented five steps, namely analysis, design, development, implementation, and evaluation. Web based learning developed validated by expert content, learning media expert, 32 students in small groups, trials and 128 students tested large groups. The results of the validation material experts declared valid of 86.7%. The results of the validation of the learning media expert declared valid of 99%.Pembelajaran web based learning sebagai sumber belajar, yang merupakan suatu kegiatan pembelajaran yang memanfaatkan media situs (website) yang bisa diakses melalui jaringan internet. Hal ini terjadi juga di SMKN Se Kota Malang, terutama pada masalah mata pelajaran jaringan dasar. Jaringan dasar merupakan salah satu bagian penting pada paket keahlian Teknik Komputer dan Jaringan. Atas dasar ini, perlu dikembangkan produk media web based learning yang dapat diakses melalui perangkat mobile dan untuk menjalankan sebagai sumber belajar yang sudah dibuat dengan menggunakan perangkat lunak berbasis web yang dapat diakses menggunakan web browser. Penelitian ini didasarkan pada model pengembangan ADDIE dilaksanakan lima langkah, yaitu analisis, desain, pengembangan, penerapan, dan evaluasi. Media web based learning yang dikembangkan divalidasi oleh ahli materi, ahli media, 32 siswa uji coba kelompok kecil, dan 128 siswa uji coba kelompok besar. Hasil validasi ahli materi menyatakan valid sebesar 86,7%. Hasil validasi ahli media menyatakan valid sebesar 99%

Web-based learning in the field of empirical research methods

This study focuses on the development of a complex web-based learning environment aimed at promoting the acquisition of applicable knowledge in the context of studying empirical research methods at university. This learning environment was then modified further on an empirical basis. The main focus of the present article is to describe the conceptualisation of the learning environment and research activities which were guided by an integrative research paradigm. The learning environment consisted of highly structured, complex texts in which the process of empirical research was illustrated in a detailed manner. By combining these texts with other instructional measures, the learning environment is given a flexible hypertext-structure. The effectiveness of the learning environment as a whole was investigated in three studies (two evaluation studies in the field and one experimental study in the laboratory). It was demonstrated that the additional instructional measures (e.g. a specific feedback-guidance and time-management measures) were not effective. The importance of cognitive, motivational and emotional learning prerequisites for the successful utilisation of the learning environment was highlighted. The implementation of special training and additional preparatory modules is recommended in order to optimise the fit between students' prerequisites and learning environmIm Zentrum der vorliegenden Arbeit steht zum einen die Konzeptualisierung einer Lernumgebung zur Förderung des Erwerbs anwendbaren Wissens im Kontext der universitären Ausbildung in empirischen Forschungsmethoden. Zum anderen werden ausgehend von einem integrativen Forschungsparadigma Forschungsaktivitäten beschrieben, die die empirische Basis zur Weiterentwicklung der Lernumgebung bereitstellen. Die Lernumgebung besteht aus hoch strukturierten, komplexen Texten, in welchen der Prozess empirischer Forschung auf detaillierte Weise veranschaulicht wird. Diese Texte wurden mit anderen instruktionalen Maßnahmen kombiniert, wodurch die Lernumgebung eine flexible, hypertextartige Struktur bekam. Die Effektivität der gesamten Lernumgebung wurde im Rahmen dreier empirischer Studien untersucht, von denen zwei als Evaluationsstudien im Feld durchgeführt wurden; die dritte war eine experimentelle Laborstudie. Es wurde gezeigt, dass die zusätzlichen instruktionalen Maßnahmen (z. B. eine spezifische Feedback-Anleitung und eine Zeitmanagement-Maßnahme) nicht wirksam waren. Die Bedeutung kognitiver, motivationaler und emotionaler Lernvoraussetzungen für die erfolgreiche Nutzung der Lernumgebung konnte nachgewiesen werden. Um die Passung zwischen den Eingangsvoraussetzungen der Studierenden und der Lernumgebung zu verbessern, wurde die Implementation eines speziellen Trainings und eines zusätzlichen vorbereitenden Moduls vorgeschlag

Usage, attitudes and workload implications for a Web-based learning environment

At the University of Twente, a locally developed Web-based learning environment called the TeleTOP system is being implemented throughout the university after being first developed and used in the Faculty of Educational Science and Technology, followed by use in the Department of Telematics. Studying the usage choices of instructors with regard to tools offered by the system, as well as the instructors' workload implications and attitudes, is valuable not only for the implementation activities in the rest of the university, but more generally for those studying the impact on educational practice of Web-based learning environments containing course-management tools. This paper reports on a study of thirty-three TeleTOP using instructors from the two faculties at the end of the 1999–2000 academic year. The results show that instructors feel that a major benefit of using the system is that it is a catalyst for a re-evaluation of one's own teaching; many instructors do not make use of the tailoring options; decisions about use of the system and the provision of feedback are based on the current instructional practices of the instructor; and instructors perceive increases in their workload to be a problem (whenin fact the actual amounts of time spent vary considerably and include instructors with minimal investments)

Web based learning on KBSM chemical formulae incorporating selected multiple intelligences

Vision 2020 aspires our nation to establish a progressive and resourceful society that is able to contribute to the scientific and technological civilisation of the future. One of the strategies to achieve this aspiration would be through the system of education whereby web based learning would be a good platform to begin with. The aim of this project is to develop a website for KBSM Chemistry Form Four for the subtopic Chemical Formulae, which is under the topic Chemical Formulae and Equations, Chapter 3. The aim of this website is to provide a web based learning platform for students to learn Chemical Formulae. The theory of Multiple Intelligences has been incorporated in the development of this website. However, only four multiple intelligences are selected in delivering the learning contents. The four intelligences selected are Verbal Linguistics, Logical Mathematical, Visual Spatial and Interpersonal. The Hannafin & Peck Model was adapted throughout the development process, which includes Needs Assessment, Design and Development/ Implementation Phase. Evaluation was carried out simultaneously during all three phases of development. The primary software used in developing this website is Microsoft Office Frontpage. Integration of multimedia elements such as graphics, video and animation are used to enhance the process of learning. It is hoped that this website would benefit students with the selected four intelligences at an optimum level in learning Chemical Formulae