International Education Journal

Educational Research Conference 2003 Special Issue

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Exploration of Instructional Strategies and Individual Difference within the Context of Web-based Learning


Hesham Alomyan
University of South Australia
h
esham.alomyan@postgrads.unisa.edu.au

Wing Au
University of South Australia
wing.au@unisa.edu.au

 

 

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Abstract

Individual differences have been identified as important factors that might have significant impact on students' learning. This study investigated the effect of student's cognitive styles, achievement motivation, prior knowledge, and attitudes on student's achievement in web-based learning. A web-based course was designed for second year university students in an educational psychology class. Cognitive Style Analysis (CSA), Achievement Motivation Scale (AMS), and Attitude Scale (AS) were administered to a sample of 71 second-year university students enrolled in the educational psychology class. Findings of the study revealed that no significant differences (0.05) in achievement between field-dependent and field-independent students. Also, students with different characteristics learned equally well in web-based learning. The students enjoyed the convenience of web based learning. Competition and high expectation were the motivating forces in web based learning.. Prior knowledge and motivation seemed to be the only significant factors that explained more than 25 per cent of student achievement measured by class grade.

Individual differences, web-based learning, instructional strategies, educational computing

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  Alomyan, H. and Au, W. (2004) Exploration of Instructional Strategies and Individual Difference within the Context of Web-based Learning. International Education Journal, 4 (4), 86-91.
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