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,…

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…

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)

This research examines high school students' performance on an interactive multimedia tutorial for learning physics concepts in conjunction with their individual differences. Performance was compared between the initial portion of the tutorial where students learned concepts and the final portion where they applied the concepts. (Author/LRW)

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 investigated the relationships between hypermedia users' information processing styles and navigational patterns. Three aspects of navigational patterns were investigated: navigational depth patterns that reveal how comprehensively users access; navigational path patterns that display what sequences users follow; and navigational method…

Some students do not "take to" computers as a learning tool. Reasons for this include inappropriate software; use of the same software for all students rather than accommodation of different interests, needs, and learning styles; and various handicaps (both physical and mental). For example, many students prefer a holistic approach;…

This book is about learning and teaching with personal computers. It is aimed at teachers, student teachers, those responsible for pre-service and in-service teacher training, school administrators, and parents. The book is arranged in four sections. Part I includes two chapters providing a theoretical framework for learning and teaching with…

This paper reports the results of observation skills training via an interactive multimedia training program for preservice teachers at Lincoln University (Missouri). The training program provides multiple videos for users to practice six types of observation methodologies, comparisons to "expert" data, and on-line access to procedural…