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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), Waynesville, NC

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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). Retrieved December 1, 2022 from .

© 2000 Association for the Advancement of Computing in Education (AACE)

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