Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Web‐based learning interaction and learning styles

Web‐based learning interaction and learning styles This paper reports a study exploring the learning styles and perceptions of a group of undergraduate and postgraduate learners in a university in the UK in relation to using the web for learning. In particular, we explore the sequential/global learning style dimension (which is concerned with the progress of understanding) in relation to three categories of web‐based interaction: learner‐tutor, learner‐learner, and learner‐information. An Index of Learning Styles is used as the tool to explore this dimension. The findings are presented with regard to the learning preferences of a group of learners towards these three categories of interaction. We conclude with a discussion of these findings in relation to Interactive Learning Systems (ILSs) design. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png British Journal of Educational Technology Wiley

Web‐based learning interaction and learning styles

Loading next page...
 
/lp/wiley/web-based-learning-interaction-and-learning-styles-HBYYNQdOgm

References (50)

Publisher
Wiley
Copyright
Copyright © 2003 Wiley Subscription Services, Inc., A Wiley Company
ISSN
0007-1013
eISSN
1467-8535
DOI
10.1111/1467-8535.00341
Publisher site
See Article on Publisher Site

Abstract

This paper reports a study exploring the learning styles and perceptions of a group of undergraduate and postgraduate learners in a university in the UK in relation to using the web for learning. In particular, we explore the sequential/global learning style dimension (which is concerned with the progress of understanding) in relation to three categories of web‐based interaction: learner‐tutor, learner‐learner, and learner‐information. An Index of Learning Styles is used as the tool to explore this dimension. The findings are presented with regard to the learning preferences of a group of learners towards these three categories of interaction. We conclude with a discussion of these findings in relation to Interactive Learning Systems (ILSs) design.

Journal

British Journal of Educational TechnologyWiley

Published: Sep 1, 2003

There are no references for this article.