Cognitive Styles and Design Interactions in Web-Based Education

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Author(s): Michael Workman (Florida Institute of Technology, USA)
Copyright: 2009
Pages: 14
Source title: Cognitive and Emotional Processes in Web-Based Education: Integrating Human Factors and Personalization
Source Author(s)/Editor(s): Constantinos Mourlas (National & Kapodistrian University of Athens, Greece), Nikos Tsianos (National & Kapodistrian University of Athens, Greece)and Panagiotis Germanakos (National & Kapodistrian University of Athens, Greece)
DOI: 10.4018/978-1-60566-392-0.ch004

Keywords: Cognitive Learning / Education / Educational Technologies / Information Science Reference

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Abstract

Online education has experienced phenomenal growth, but some researchers and practitioners, as well as some students, have raised serious questions about the efficacy of online education. The research literature shows a clear division between those who maintain that the quality of online education is at least on par with traditional classroom education, while another body is more dubious about that conclusion. In this chapter, we will examine some of the personal and situational variables that confound these findings –both positive and negative, and suggest that media and their interactions with individual learning styles and instructor educational philosophies need to be taken into account in the design and delivery of online education.

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Cognitive Styles and Design Interactions in Web-Based Education

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