Cognitive Modeling of Student Learning in Web-Based Instructional Programs

Abstract

There has been tremendous growth in Web-based instruction over the past few years. Because the user group of Web-based instruction includes learners from heterogeneous backgrounds, individual differences become an important issue in the development of Web-based instructional programs. Among a variety of individual differences, cognitive style is a particularly important characteristic. This study aims to determine the relationships between learners' cognitive styles and their perceptions and attitudes toward the features of a Web-based instructional program. The results indicate that cognitive styles influence students' reactions to nonlinear interaction, independent learning, and navigation tools and the difficulties and problems that they encounter. The findings are applied to develop a learning model that can support the design of Web-based instructional programs.