Individual Differences in Web-Based Learning

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Author(s): Sherry Y. Chen (Brunel University Uxbridge, UK)
Copyright: 2008
Pages: 5
Source title: Encyclopedia of Information Technology Curriculum Integration
Source Author(s)/Editor(s): Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-59904-881-9.ch065

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

As the Web becomes as an important means to disseminate information, a growing number of education settings are developing Web-based learning (WBL). Unlike traditional computer-based instructional programs, WBL systems are used by a diverse population of learners, in terms of their background, skills, and needs (Chen & Macredie, 2004). Therefore, individual differences are becoming an important consideration. In the past decade, many studies have found that individual differences have significant effects on WBL. In particular, gender differences (e.g., Roy & Chi, 2003), prior knowledge (e.g., Calisir & Gurel, 2003), to cognitive styles (e.g., Chen & Macredie, 2004) are the most critical individual differences elements. In this vein, this article will present a comprehensive review on their influences on Web-based learning. The reader of this article is expected to get an overview of the state of the art research associated with these individual differences elements.

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Individual Differences in Web-Based Learning

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