The influences of cognitive styles on individual learning and collaborative learning

References

• ChanLin, L. (2012). Learning strategies in web-supported collaborative project. Innovations in Education and Teaching International, 49, 319–331.10.1080/14703297.2012.703016
   Web of Science ®Google Scholar
• Chen, S. Y., & Liu, X. (2008). An integrated approach for modeling learning patterns of students in web-based instruction: A cognitive style perspective. ACM Transactions on Computer-Human Interaction, 15, 1–28.10.1145/1352782
   Web of Science ®Google Scholar
• Chen, S. Y., & Liu, X. (2011). Mining students’ learning and performance in web-based instruction: A cognitive style approach. Interactive Learning Environments, 19, 179–192.
   Web of Science ®Google Scholar
• Chen, S. Y., & Macredie, R. (2010). Web-based interaction: A review of three important human factors. International Journal of Information Management, 30, 379–387.10.1016/j.ijinfomgt.2010.02.009
   Web of Science ®Google Scholar
• Clewley, N., Chen, S. Y., & Liu, X. (2010). Cognitive styles and search engine preferences: Field dependence/independence vs. Holism/Serialism. Journal of Documentation, 66, 585–603.10.1108/00220411011052966
   Web of Science ®Google Scholar
• Clewley, N., Chen, S. Y., & Liu, X. (2011). Mining learning preferences in web-based instruction: Holists vs. Serialists. Educational Technology & Society, 14, 266–277.
   Web of Science ®Google Scholar
• Ellis, D., Ford, N., & Wood, F. (1993). Hypertext and learning styles. The Electronic Library, 11, 13–18.10.1108/eb045203
   Web of Science ®Google Scholar
• Fernández Dobao, A. F. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21, 40–58.10.1016/j.jslw.2011.12.002
   Web of Science ®Google Scholar
• Ford, N. (1985). Learning styles and strategies of postgraduate students. British Journal of Educational Technology, 16, 65–77.10.1111/bjet.1985.16.issue-1
   Web of Science ®Google Scholar
• Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7, 22–30.
   Google Scholar
• Hooper, S., & Hannafin, M. J. (1991). The effects of group composition on achievement, interaction, and learning efficiency during computer-based cooperative instruction. Educational Technology Research and Development, 39, 27–40.10.1007/BF02296436
   Web of Science ®Google Scholar
• Hsieh, S.-W. (2011). Effects of cognitive styles on an MSN virtual learning companion system as an adjunct to classroom instructions. Educational Technology & Society, 14, 161–174.
   Web of Science ®Google Scholar
• Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Boston, MA: Allyn and Bacon.
   Google Scholar
• Johnson, R. T., & Johnson, D. W. (1986). Action research: Cooperative learning in the science classroom. Science and Children, 24, 31–32.
   Google Scholar
• Johnson, T. E., Archibald, T. N., & Tenenbaum, G. (2010). Individual and team annotation effects on students’ reading comprehension, critical thinking, and meta-cognitive skills. Computers in Human Behavior, 26, 1496–1507.10.1016/j.chb.2010.05.014
   Web of Science ®Google Scholar
• Jonassen, D. H., & Grabowski, B. L. (1993). Handbook of individual differences, learning and instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Kirschner, F., Paas, F., & Kirschner, P. A. (2009). Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency. Computers in Human Behavior, 25, 306–314.10.1016/j.chb.2008.12.008
   Web of Science ®Google Scholar
• Lim, K. Y. (2011). What does the Tablet PC mean to you? A phenomenological research. Innovations in Education and Teaching International, 48, 323–333.10.1080/14703297.2011.593708
   Web of Science ®Google Scholar
• Lipponen, L. (2002, January 7–11). Exploring foundations for computer-supported collaborative learning. In Proceedings of the Computer-supported Collaborative Learning 2002 Conference (pp. 72–81). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Lipponen, L., Rahikainen, M., Lallimo, J., & Hakkarainen, K. (2003). Patterns of participation and discourse in elementary students’ computer-supported collaborative learning. Learning and Instruction, 13, 487–509.10.1016/S0959-4752(02)00042-7
   Web of Science ®Google Scholar
• Lou, Y., Abrami, P. C., & d’Apollonia, S. (2001). Small group and individual learning with technology: A meta-analysis. Review of Educational Research, 71, 449–521.10.3102/00346543071003449
   Web of Science ®Google Scholar
• Mazzoni, E., Gaffuri, P., & Gasperi, M. (2010, January). Individual versus collaborative learning in digital environments: The effects on the comprehension of scientific texts in first year university students. In Proceedings of the 7th International Conference on Networked Learning. Boulder, Colardo, USA.
   Google Scholar
• Messick, S. (1976). Individuality in learning. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Pargman, T. C., & Wærn, Y. (2003). Appropriating the use of a Moo for collaborative learning. Interacting with Computers, 15, 759–781.10.1016/j.intcom.2003.09.007
   Web of Science ®Google Scholar
• Pask, G. (1979). Final report of SSRC research programme HR 2708. Final report of S.S.R.C. Richmond (Surrey): System Research Ltd.
   Google Scholar
• Pask, G. (1988). Learning strategies, teaching strategies and conceptual or learning style. In R. R. Schmeck (Ed.), Learning strategies and learning styles (pp. 83–100). New York, NY: Plenum Press.10.1007/978-1-4899-2118-5
   Google Scholar
• Riding, R., & Rayner, S. G. (1998). Cognitive styles and learning strategies: Understanding style differences in learning and behaviour. London: David Fulton Publisher.
   Google Scholar
• Sinitsa, K. (2000). Learning individually: A life-long perspective introduction to the special issue. Educational Technology & Society, 3, 17–23.
   Google Scholar
• Tolmie, A. K., Topping, K. J., Christie, D., Donaldson, C., Howe, C., Jessiman, E., … Thurston, A. (2010). Social effects of collaborative learning in primary schools. Learning and Instruction, 20, 177–191.10.1016/j.learninstruc.2009.01.005
   Web of Science ®Google Scholar
• Weinberger, A., Stegmann, K., & Fischer, F. (2010). Learning to argue online: Scripted groups surpass individuals (unscripted groups do not). Computers in Human Behavior, 26, 506–515.10.1016/j.chb.2009.08.007
   Web of Science ®Google Scholar
• Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, 47, 1–64.10.3102/00346543047001001
   Web of Science ®Google Scholar