New updated! The latest book from a very famous author finally comes out. Book of handbook of individual differences learning and instruction, as an amazing reference becomes what you need to get. What's for is this book? Are you still thinking for what the book is? Well, this is what you probably will get. You should have made proper choices for your better life. Book, as a source that may involve the facts, opinion, literature, religion, and many others are the great friends to join with.

/pdf/handbook-of-individual-differences-learning-and-instruction-3z4xw1epjn.pdf

Handbook of individual differences, learning, and instruction.

Este articulo presenta los resultados de un estudio sobre la utilizacion que hacen los jovenes andaluces de las redes sociales. Los objetivos fundamentales son: conocer los usos preferentes de las redes sociales, su frecuencia y los motivos que les impulsan a su utilizacion. Ademas se estudia si existen diferencias de sexo tanto en la frecuencia como en las motivaciones de uso. Se aplica un cuestionario para la recogida de datos. La muestra es de 1.487 adolescentes de Andalucia. Los resultados muestran que los jovenes en su mayoria usan de manera habitual las redes sociales y se identifican dos vertientes motivacionales en su uso: una social y otra psicologica. No se hallan diferencias significativas entre sexos en cuanto a frecuencia de uso, pero si en las motivaciones para su acceso. Las de los chicos son de tipo emocional, mientras que en las chicas predomina la motivacion de caracter relacional. Los resultados obtenidos muestran coincidencias con investigaciones internacionales realizadas en contextos muy diferentes al presente estudio. En la discusion de resultados se plantean futuras lineas de trabajo, a la vez que se identifican implicaciones que los usos de las redes sociales tienen para la formacion e integracion social de una ciudadania activa y participativa, asi como para el enriquecimiento de dimensiones como el desarrollo del capital social y la educacion.

/pdf/juventud-y-redes-sociales-motivaciones-y-usos-preferentes-4jnvj5sna7.pdf

Juventud y redes sociales: Motivaciones y usos preferentes

Improving Information Problem Solving skills in Secondary Education through embedded instruction

The present study explored the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills by collecting and analysing the data through a sequential explanator...

An exploration into the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills: a mixed-methods study

This paper is a report on the effects of using WebQuest on Saudi male EFL students reading comprehension performance. WebQuests expose students to several online resources and require them to gather information about a specific topic. The experimental group received traditional teaching plus WebQuests as supplementary activities. The control group received the traditional teaching only. The students’ comprehension performance in the post-test was compared for both groups in order to determine whether there were significant differences between the groups in relation to the treatment. Significant differences occurring in the experimental group’s post-test comprehension performance when compared to the pre-test indicate that using WebQuest can improve students’ reading comprehension performance. The results indicate WebQuests have potential for use in promoting reading comprehension. Teachers and students do, however, need to be trained in order to use WebQuests more effectively.

/pdf/the-effects-of-using-webquests-on-reading-comprehension-416h8asm5z.pdf

The Effects of Using WebQuests on Reading Comprehension Performance of Saudi EFL Students.

The WebQuest as an instructional tool has recently been widely adopted in K-16 education. However, its underlying principles and functionality are not well understood, which has resulted in an inconsistency in practice. This study identifies the underlying constructs of WebQuests as perceived by teachers and variables affecting their perceptions on WebQuests. A survey was conducted on teachers (n = 226) recruited from one large research university in the USA and a professional listserv. The findings reveal three constructs perceived by teachers as critical to WebQuests: constructivist problem solving, social interaction and scaffolded learning. Results also show that variables like purpose of WebQuest use, years of teaching, years of WebQuest use and gender predict, at various degrees, teachers' perceptions on WebQuests. Discussions are made on how the constructs identified can be used to improve online teaching and learning. Suggestions for future study are included by examining the influences of social, psychological and affective factors on learners' learning in WebQuests.

WebQuests as Perceived by Teachers: Implications for Online Teaching and Learning

The present study investigated (1) the impact of cognitive styles on learner performance in well-structured and ill-structured learning, and (2) scaffolding as a cognitive tool to improve learners' cognitive abilities, especially field dependent (FD) learners' ability to thrive in an ill-structured learning environment. Two experiments were conducted with 116 college students recruited from a large research I university in the west of the United States. Experiment 1 (n = 42) employed the group learning strategy to match learners' cognitive styles in asynchronous online learning. The results showed that the style matching strategy failed to yield expected gains in ill-structured asynchronous learning for FD learners. Different from the style-matching strategy, experiment 2 (n = 74) used a scaffolding model proposed by Cazden (1988) to improve FD learners' cognitive abilities in asynchronous online learning. Results indicated that focusing on learners' cognitive abilities proved to be more effective than st...

Style Matching or Ability Building? An Empirical Study on FD Learners' Learning in Well-Structured and Ill-Structured Asynchronous Online Learning Environments

This chapter describes the college students’ online social communication patterns and behavior with a focus on the impact of individual differences on learners’ online communication. The study consisted of 27 college students who engaged in an online discussion over a period of fourteen weeks as part of requirements in an undergraduate educational technology course. The findings indicated that cognitive styles such as field dependence and field independence played a critical role in forming learners’ online social communication. Based on social compensation theory and Witkin et al.’s theory of individual differences, the authors claimed that effective individual communication in an online community can be fostered through creating learning support, taking into considerations factors like cognitive styles, complementary personality, interest and motivation in the process of design. Suggestions for future online learning are made with an emphasis on creating an effective online community for learning.

The Impact of Individual Differences on Social Communication Pattern in Online Learning

Like other types of learning, complex learning poses considerable challenges to learners due to its high demands on cognitive resources, prior knowledge and information processing (Grice, 1987; Schwartz & Bransford, 1998; Zheng, McAlack, Wilmes, Kohler-Evans, & Williamson, 2009). For many, prior knowledge activation resonates with meaningful learning (Surber & Schroeder, 2007; Winberg & Hedman, 2008). However, Schwartz and Bransford (1998) pointed out that learning can be “problematic if students do not have the relevant prior knowledge to begin with” (p. 475). Thus, how to effectively develop learners’ prior knowledge becomes a focal point for many researchers who explore the issues from the perspectives of cognitive structures (Kinchin, Hay, & Adams, 2000) and memory related instructional pedagogies (Lee, Plass, & Homer, 2006). Par with the prior knowledge research is the focus on cognitive resources in complex learning. Since complex learning requires a high degree of AbsTRACT

Jill Flygare

Papers

WebQuests as Perceived by Teachers: Implications for Online Teaching and Learning

Style Matching or Ability Building? An Empirical Study on FD Learners' Learning in Well-Structured and Ill-Structured Asynchronous Online Learning Environments

The Impact of Individual Differences on Social Communication Pattern in Online Learning

Using Concept Maps to Enhance Students’ Prior Knowledge in Complex Learning

Cognitive Perspective on Human-Computer Interface Design