TY - JOUR
T1 - Investigating students’ online learning behavior with a learning analytic approach
T2 - field dependence/independence vs. holism/serialism
AU - Yang, Tzu Chi
AU - Chen, Sherry Y.
N1 - Publisher Copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - Individual differences exist among learners. Among various individual differences, cognitive styles can strongly predict learners’ learning behavior. Therefore, cognitive styles are essential for the design of online learning. There are a variety of cognitive style dimensions and overlaps exist among these dimensions. In particular, Witkin’s field dependence/independence and Pask’s Holism/Serialism share some similarities. To this end, it is necessary to develop a framework to show overlapped behavior between these two cognitive style dimensions. To address this issue, this study used the Lag Sequential Analysis to examine the overlaps between these two cognitive style dimensions from the aspect of online learning behavior. The results from this study indicated that the overlaps mainly appear in comprehensive/local and dynamic/fixed approaches. Based on the findings of this study, we develop a framework that can support the improvement of instruction design so that the needs of different cognitive style groups can be accommodated. Accordingly, this study is an interdisciplinary work, which makes scientific contributions to three communities, i.e. human–computer interaction, digital learning and learning analytic.
AB - Individual differences exist among learners. Among various individual differences, cognitive styles can strongly predict learners’ learning behavior. Therefore, cognitive styles are essential for the design of online learning. There are a variety of cognitive style dimensions and overlaps exist among these dimensions. In particular, Witkin’s field dependence/independence and Pask’s Holism/Serialism share some similarities. To this end, it is necessary to develop a framework to show overlapped behavior between these two cognitive style dimensions. To address this issue, this study used the Lag Sequential Analysis to examine the overlaps between these two cognitive style dimensions from the aspect of online learning behavior. The results from this study indicated that the overlaps mainly appear in comprehensive/local and dynamic/fixed approaches. Based on the findings of this study, we develop a framework that can support the improvement of instruction design so that the needs of different cognitive style groups can be accommodated. Accordingly, this study is an interdisciplinary work, which makes scientific contributions to three communities, i.e. human–computer interaction, digital learning and learning analytic.
KW - Learning behavior
KW - cognitive style
KW - learning analytics
KW - self-regulated learning
UR - http://www.scopus.com/inward/record.url?scp=85091117484&partnerID=8YFLogxK
U2 - 10.1080/10494820.2020.1817759
DO - 10.1080/10494820.2020.1817759
M3 - 期刊論文
AN - SCOPUS:85091117484
SN - 1049-4820
VL - 31
SP - 1041
EP - 1059
JO - Interactive Learning Environments
JF - Interactive Learning Environments
IS - 2
ER -