NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ936665
Record Type: Journal
Publication Date: 2011-Jul
Pages: 6
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-1990-3839
Individual Differences in Online Personalized Learning Environment
Samah, Norazrena Abu; Yahaya, Noraffandy; Ali, Mohamad Bilal
Educational Research and Reviews, v6 n7 p516-521 Jul 2011
The need has arise for the consideration of individual differences, to include their learning styles, learning orientations, preferences and needs in learning to allow learners engage and be responsible for their own learning, retain information longer, apply the knowledge more effectively, have positive attitudes towards the subject, have more interest in learning materials, have higher scores and high intrinsic motivation level. As regard the importance of individual differences, "intentional learning theory" was found to cover individual aspects of cognitive, intention, social and emotion. Learning orientations model proposed by this theory is focused on the whole-person perspective and can be used as a framework to examine the dynamic flow between deep-seated psychological factors, past and future learning experiences, subsequent choices about cognitive learning preferences, styles, strategies and skills, responses to treatment, and lastly, learning and performance outcome. Based on the review of previous research, online personalized learning environment is the best learning medium for individual difference approach, in that it has impacts on students' achievements and satisfaction in learning. However, learning environment needs to provide new information, contexts for learning and practice, feedback, transfer, organizers and attention devices. Therefore, interactivity is a must in the online personalized learning environment. (Contains 1 table.)
Academic Journals. e-mail:; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A