A concern of computer-based learning system design is how to accommodate learners' individual differences during learning activities. Previous research suggests that adaptive e-learning systems can effectively address such individual differences and, consequently, they enable more directed tutoring via computer-assisted instruction. In this paper,…

Chapters in this book include: (1) Courseware Adaptation to Learning Styles and Knowledge Level (Boyan Bontchev and Dessislava Vassileva); (2) Assisted On-Job Training (Claudio Teixeira and Joaquim Sousa Pinto); (3) Self-Directed Learning Readiness Factors in Physicians for Implementing E-Learning in the Continuing Medical Education Programs…

One of the major features of a computer based instruction (CBI) is its non-linear structure allowing learners the opportunity of flexible navigation to accommodate their own needs. However, this non-linear structure may cause problems such as inefficient navigation, being lost or cognitive overhead for some learners. The aim of this study is to…

One of the major features of a computer based instruction (CBI) is its non-linear structure allowing learners the opportunity of flexible navigation to accommodate their own needs. However, this non-linear structure may cause problems such as inefficient navigation, being lost or cognitive overhead for some learners. The aim of this study is to…

Adaptation and personalization services in e-learning environments are considered the turning point of recent research efforts, as the "one-size-fits-all" approach has some important drawbacks, from the educational point of view. Adaptive Educational Hypermedia Systems in World Wide Web became a very active research field and the need of…

Electronic performance support systems (EPSS) can accommodate disparate learner knowledge, experiences, and methods of comprehension. However, learners may have ineffective cognitive strategies for using an EPSS environment. The solution described in this article is applied to a Web-based EPSS that has a simulation core. As the learner works in…

Addresses cognitive style and visual literacy in use of instructional computing, focusing on learner interaction with screen displays and ways cognitive style and visual preferences facilitate or inhibit learning, and asks whether having computers in classrooms is only a case of utilizing another form of television. Research areas are suggested.…

Discusses the effects of individual differences and cognitive styles on student learning in hypermedia programs and presents a cognitive model to illustrate how students with different cognitive styles react to non-linear learning in hypermedia by analyzing the findings of previous studies. Suggests implications for the design of hypermedia…

The article examines various ways in which learning style differences impact on the ease with which individuals gain computer mastery. Specific programs which respond better or less well to selected cognitive styles are also cited. (Author/DB)

Discusses computer-based training (CBT) methods that emphasize an interactive learning environment but do not require video. Topics addressed include cognitive processes; different levels of interaction, including simulation or problem solving; the use of icons and buttons; hypertext; differences in learning styles; and thought-provoking…

Reports on a study that investigated the effectiveness and efficiency of computer classroom drill for learning bass clef notes. Compared posttest results among students with differing cognitive styles. Concludes that computer assisted instruction is an effective way to teach music skills, allowing teachers to focus on teaching aesthetic aspects of…

Describes a study of fifth graders that was conducted to determine the relationship among cognitive style, the structuring of the knowledge domain as controlled by the hypermedia software, and the test performance of the learner in terms of cognitive skill levels. Hypothesis testing and results of analysis of covariance are discussed. (Author/LRW)

Investigates whether students perform best after using computer-based learning (CBL) courseware with three types of animation-control strategies: program control, linear control, and learner control. Results suggest that accommodating learners' individual differences in the design of computer-based learning lessons is an important concern. (AEF)

Contrasting traditional linear media (in which all learners proceed through the instructional materials in an essentially fixed sequence) with interactive technologies and hypermedia (in which two learners may take different paths through the same instructional materials), this paper highlights the importance of recording and analyzing the…

This study of the application of cognitive style theory to the development of computer-based instruction explored two questions, i.e., whether computer-based courseware can be designed to address specific learner characteristics, and, if so, which characteristics. Several factors involved in the optimization of instruction are described: learner…