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ERIC Number: EJ903811
Record Type: Journal
Publication Date: 2004
Pages: 6
Abstractor: As Provided
Reference Count: 15
ISSN: ISSN-1443-1475
Exploration of Instructional Strategies and Individual Difference within the Context of Web-Based Learning
Alomyan, Hesham; Au, Wing
International Education Journal, v4 n4 p86-91 2004
Individual differences have been identified as important factors that might have significant impact on students' learning. This study investigated the effect of student's cognitive styles, achievement motivation, prior knowledge, and attitudes on student's achievement in web-based learning. A web-based course was designed for second year university students in an educational psychology class. Cognitive Style Analysis (CSA), Achievement Motivation Scale (AMS), and Attitude Scale (AS) were administered to a sample of 71 second-year university students enrolled in the educational psychology class. Findings of the study revealed that no significant differences (0.05) in achievement between field-dependent and field-independent students. Also, students with different characteristics learned equally well in web-based learning. The students enjoyed the convenience of web based learning. Competition and high expectation were the motivating forces in web based learning. Prior knowledge and motivation seemed to be the only significant factors that explained more than 25 per cent of student achievement measured by class grade. (Contains 5 tables.)
Shannon Research Press. Available from: Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Attitude Scale