Scheduled System Maintenance:
On May 6th, system maintenance will take place from 8:00 AM - 12:00 PM ET (12:00 - 16:00 UTC). During this time, there may be intermittent impact on performance. We apologize for the inconvenience.
By Topic

An Exploration for Influencing Factors of Interaction Learning in Web-based Instruction

Sign In

Cookies must be enabled to login.After enabling cookies , please use refresh or reload or ctrl+f5 on the browser for the login options.

Formats Non-Member Member
$31 $13
Learn how you can qualify for the best price for this item!
Become an IEEE Member or Subscribe to
IEEE Xplore for exclusive pricing!
close button

puzzle piece

IEEE membership options for an individual and IEEE Xplore subscriptions for an organization offer the most affordable access to essential journal articles, conference papers, standards, eBooks, and eLearning courses.

Learn more about:

IEEE membership

IEEE Xplore subscriptions

2 Author(s)
Xiufang Sun ; Sch. of Foreign Language, Anqing Normal Coll. ; Wenfa Zhan

Web-based instruction is a new learning medium that offers many advantages in educational settings. The main advantage is reflected in its non-linear interaction. Students can control the pace and sequence of instruction and make personally meaningful choices which in theory should assist in developing their cognitive structure. However, in practice some learners may have difficulties in making the learning paths by themselves. Some influencing factors of learning interaction in Web-based instruction are discussed according to individual differences. Data were collected from some classes in Anqing Normal College of Anhui province. A total 350 available responses were analyzed. We identified three results from this study: (1) learners show positive attitudes towards L-L Web-based interaction learning. And the form of network application which they like best and use most frequently is finishing homework through group cooperation. (2) During the process of finishing homework, learners actively seek for and sort out materials, to which comparatively deep analysis is made. And L-I Web-based interaction learning is also comparatively active. (3) The spontaneous learning ability and knowledge techniques of the learners have striking predication to successful Web-based learning, and the predication effect of the visual style, hearing style and acting style are not striking

Published in:

Computer Supported Cooperative Work in Design, 2006. CSCWD '06. 10th International Conference on

Date of Conference:

3-5 May 2006