The relationship between the learning strategies and learning styles in a hypermedia environment

Liu, Min; Reed, W. Michael

doi:10.1016/0747-5632(94)90038-8

Cited by 172 publications

(127 citation statements)

References 13 publications

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“…A number of researchers have theorized that information search capability in hypermedia environments maximizes potential benefits to learning (Ford & Chen, 2000;Jonassen, 1992;Liu & Reed, 1994). Several empirical studies have included measures of cognitive styles and have examined their relationship to student information search outcomes in hypermedia environments (Kim, 2002;Leader & Klein, 1996;Palmquist & Kim, 2000;Rodriguez, 2001).…”

Section: Framework Of the Researchmentioning

confidence: 99%

Identifying the Impact of Domain Knowledge and Cognitive Style on Web-Based Information Search Behavior

Park

Black

2007

Journal of Educational Computing Research

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Although information searching in hypermedia environments has become a new important problem solving capability, there is not much known about what types of individual characteristics constitute a successful information search behavior. This study mainly investigated which of the 2 factors, 1) natural characteristics (cognitive style), and 2) acquired knowledge (domain knowledge) had a stronger influence on search behavior, and what types of impact these had on search activities. To examine search behavior, the search outcome precision, the searching time, the number of URL nodes, and the number of keywords were analyzed and the demographic backgrounds including the searching experience and gender were also measured to discover any correlation with the major variables. The study findings suggest that domain knowledge was not associated with any other search activities but affected only the search precision. Cognitive style meanwhile did not affect search precision but interacted with the searching experience and this interaction affected the total length of searching time. Finally, there was no correlation found between 2 variables: domain knowledge and cognitive style.

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Section: Framework Of the Researchmentioning

confidence: 99%

Identifying the Impact of Domain Knowledge and Cognitive Style on Web-Based Information Search Behavior

Park

Black

2007

Journal of Educational Computing Research

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“…Perhaps a more robust design dealing with complete topics rather than part of a topic, free of policy implications and using multimedia (audio, video, text, diagrams), would result in larger differences between the matched and mismatched groups, so reaching significant levels. Support for the above can be seen in Liu and Reed (1994) who argue that hypermedia learning environments may greatly enhance the potential to accommodate individual learning preferences. Nevertheless, the results of each sub-task consistently showed enhanced performance by the matched group which also achieved this in less time.…”

Section: Discussionmentioning

confidence: 99%

“…They proposed three types of advance organizers: the linker, integrator and the analyser. Liu and Reed (1994) argued that hypermedia-assisted instruction has the potential to accommodate requirements of different learning preferences. They found that learners chose different tools and learning aids when working in a hypermedia learning environment.…”

Section: Designing Cbi To Accommodate Preferred Cognitive Stylesmentioning

confidence: 99%

Personalizing the design of computer-based instruction to enhance learning

Pillay¹,

Boles

Raj³

1998

ALT-J

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This paper reports two studies designed to investigate the effect on learning outcomes of matching individuals' preferred cognitive styles to computer-based instructional (CBI) material. Study 1 considered the styles individually as Verbalizer, Imager, Wholist and Analytic. Study 2 considered the bi-dimensional nature of cognitive styles in order to assess the full ramification of cognitive styles on learning: Analytic/Imager, Analytic/ Verbalizer, Wholist/Imager and the Wholist/Verbalizer. The mix of images and text, the nature of the text material, use of advance organizers and proximity of information to facilitate meaningful connections between various pieces of information were some of the considerations in the design of the CBI material. In a quasi-experimental format, students' cognitive styles were analysed by Cognitive Style Analysis (CSA) software. On the basis of the CSA result, the system defaulted students to either matched or mismatched CBI material by alternating between the two formats. The instructional material had a learning and a test phase. Learning outcome was tested on recall, labelling, explanation and problem-solving tasks. Comparison of the matched and mismatched instruction did not indicate significant difference between the groups, but the consistently better performance by the matched group suggests potential for further investigations where the limitations cited in this paper are eliminated. The result did indicate a significant difference between the four cognitive styles with the Wholist/Verbalizer group performing better then all other cognitive styles. Analysing the difference between cognitive styles on individual test tasks indicated significant difference on recall, labelling and explanation, suggesting that certain test tasks may suit certain cognitive styles.

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“…Several research results show that student cognitive characteristics seem to have a great effect on the strategies of how they learn, navigate and search learning resources (Liu & Reed, 1994;Ford & Chen;2000;Chen & Macredie, 2002). However, there is little evidence showing that the differences in cognitive characteristics have a great impact on learning performance.…”

Section: Conceptual Fieldsmentioning

confidence: 99%

“…To finish with this section it is important to mention that the "problem situations" referred to in the theoretical framework by Vergnaud correspond to the "contextualized events" and the "learning activities" proposed by the Contextualize Events (Liu & Reed, 1994;Ford & Chen, 2000;Hen, Macredi, & Andris, 1996;Parkinson & Redmond, 2002).…”

Section: Conceptual Fieldsmentioning

confidence: 99%

A Cognitive Analysis When the Students Solve Problems

Ledesma¹

2012

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The research reported in this paper shows an analysis of the cognitive process of students from the senior technical program on food technology, whom are asked to solve a contextualized event on systems of linear algebraic equations within the context of balance of matter in situations of chemical mixtures. The cognitive analysis is founded on the theories of Conceptual Fields and vents. For the analysis attention is focused on the representations carried out by students regarding the invariants in the schemes that they build when they face an event of contextualized mathematics. During the acting process of students emerge different types of representation which are appropriate to the context in which the research develops, with which a proposal for the classification of them.

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The relationship between the learning strategies and learning styles in a hypermedia environment

Cited by 172 publications

References 13 publications

Identifying the Impact of Domain Knowledge and Cognitive Style on Web-Based Information Search Behavior

Identifying the Impact of Domain Knowledge and Cognitive Style on Web-Based Information Search Behavior

Personalizing the design of computer-based instruction to enhance learning

A Cognitive Analysis When the Students Solve Problems

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