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Guided versus Exploratory Paths: Who Chooses Which Path and Why? PROCEEDINGS

, , , Rice University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

To increase learner control, satisfaction, and knowledge construction, online learning programs can provide multiple pathways within modules. Users may prefer to view content in differing formats or sequences. In the current study, age, goal orientation, and prior knowledge are investigated as potential predictors of path choices differing in structure. Additionally, pathway choices are analyzed to determine if such choices may influence a user's learning for the material presented. Results indicate that experience within the interface affects path choice, and reasons for choosing a guided path are centered around learning while choosing the exploratory path is based on personality reasons.

Citation

Crook, A., Miller, L. & Beier, M. (2007). Guided versus Exploratory Paths: Who Chooses Which Path and Why?. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2432-2439). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 23, 2017 from .

Keywords