Managing the interactivity of instructional format and cognitive style construct in web-mediated learning environments

McKay, E 2003, 'Managing the interactivity of instructional format and cognitive style construct in web-mediated learning environments', in W. Zhou, P. Nicholson, B. Corbitt and J. Fong (ed.) Advances in Web-Based Learning - ICWL 2003. Proceedings of the Second International Conference, Melbourne, Australia, 18-20 August 2003, pp. 308-319.


Document type: Conference Paper
Collection: Conference Papers

Title Managing the interactivity of instructional format and cognitive style construct in web-mediated learning environments
Author(s) McKay, E
Year 2003
Conference name Advances in Web-Based Learning - ICWL 2003
Conference location Melbourne, Australia
Conference dates 18-20 August 2003
Proceedings title Advances in Web-Based Learning - ICWL 2003. Proceedings of the Second International Conference
Editor(s) W. Zhou
P. Nicholson
B. Corbitt
J. Fong
Publisher Springer
Place of publication Germany
Start page 308
End page 319
Abstract The management of Web-mediated learning environments is complex. There are many ontological facets to account for in defining the interacting variables. Instructional designers need to be ready to correctly identify and unravel each variable [1]. A meta-knowledge processing model has been proposed to facilitate the courseware design process to enhance performance outcomes [2]. Research has already been carried out on each component, however very little is known about the interactivity of these components in a Web-mediated learning environment. While multi-sensory instruction is known to improve a student's capacity to learn effectively, the overarching role of knowledge-mediated human-computer interaction (HCI) has been poorly understood [3]. The purpose of this paper is to discuss this meta-knowledge processing model and its usefulness for Web-mediated learning platform design in general and in particular to identify the interactive effects of the cognitive style construct and instructional format on performance outcomes. pp. 308-319
Subjects Computer-Human Interaction
DOI - identifier 10.1007/b12012
Copyright notice © Springer-Verlag Berlin Heidelberg 2003
ISBN 978-3-540-40772-0
Versions
Version Filter Type
Altmetric details:
Access Statistics: 168 Abstract Views  -  Detailed Statistics
Created: Mon, 04 Jan 2010, 08:16:50 EST by Catalyst Administrator
© 2014 RMIT Research Repository • Powered by Fez SoftwareContact us