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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

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 .

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