Web-based interactive learning and the effects of learner beliefs, environmental preferences, and cognitive loads

Fang Ying Yang, Cheng Chieh Chang

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The objective of this chapter is to present learner characteristics that mediate web-based learning. These characteristics include personal epistemological beliefs, beliefs about web-based learning, social-cultural beliefs, and preferences toward web-based learning environments. In addition to the effects of these affective factors, another factor that is also addressed in the chapter is the cognitive load induced by different web-based curriculum elements. Based on a literature review and the findings of some recent empirical studies, a web-based learning model is proposed to manifest the contributions of learner characteristics on learning in web-based contexts. Educational implications are then drawn corresponding to the web-based learning model.

Original languageEnglish
Title of host publicationEducational Stages and Interactive Learning
Subtitle of host publicationFrom Kindergarten to Workplace Training
PublisherIGI Global
Pages18-30
Number of pages13
ISBN (Print)9781466601376
DOIs
Publication statusPublished - 2012 Dec 1

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ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Yang, F. Y., & Chang, C. C. (2012). Web-based interactive learning and the effects of learner beliefs, environmental preferences, and cognitive loads. In Educational Stages and Interactive Learning: From Kindergarten to Workplace Training (pp. 18-30). IGI Global. https://doi.org/10.4018/978-1-4666-0137-6.ch002