Abstract
The World Wide Web is increasingly being used as a vehicle for flexible learning, where learning is seen to be free from time, geographical, and participation constraints. In addition to flexibility, the Web facilitates student-centered approaches, creating a motivating and active learning environment. The purpose of this study is to set up an adaptive learning environment on Internet and to experiment with the most suitable methods and applications. Our goal is to provide a better solution with regard to the related distance learning research. All the resources and background are from current relevant documents on the theory of asynchronous distance education. We set up an adaptive Internet learning system based on learning theory and related learning models. Our research targets are those students who took the ‘Life Chemistry’ course for the asynchronous distance education environment at Providence University at Taiwan. The students were divided randomly into two groups: the experimental group, which was in an adaptive learning environment and the controlled group, which was in a non-adaptive one. We used the American Chemistry Society Test Bank as our research tool and used SPSS to analyse the data we obtained. Results show that the experimental group in the adaptive learning environment out-performs the controlled group. In addition, those students who are field independent learning types, have higher pre-knowledge, are male, in science departments and have a longer study time span in an adaptive learning environment show much greater achievement levels than those in the opposite situations.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Beck, J., Stern, M. & Haugsjaa, E. (1996). Applications of AI in education [Online]. Available: http://www.acm.org/crossroads/xrds-1/aied.html, October 1998.
Beck, J., Stern, M. & Woolf, B. (1996). An intelligent multimedia based tutoring system for mathematics learning [Online]. Available: http://rastelli.cs.umass.edu/~ckc/projects/math/papers/edmedia96/edmedia96.html.
Beasley, R.E. & Waugh, M.L. (1996). The effect of content-structure focusing on learner structural knowledge acquisition, retention, and disorientation in a hypermedia environment. Journal of Research on Computing in Education, 28(3), 271–281.
Brown, J.S., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.
Campbell, N.J. (1990). Self-perceived computer proficiency, computer attitudes, and computer attributions as predictors of enrollment in college computer courses. Paper presented at the Annual Meeting of the American Educational Research Association, Boston, MA, April 16–20, 1990. ERIC Document Reproduction Service No. ED317618.
Chandran, S., Treagust, D.F. & Tobin, K.G. (1987). The role of cognitive factors in chemistry achievement. Journal of Research in Science Teaching, 24, 145–160.
Chang, Z. (1995). What is constructed theory? Constructing and teaching [Online]. http://scied.ncue.edu.tw/ct/v3.htm [October] (Chinese).
Collins, A. (1989). Cognitive apprenticeship and instructional technology. Technical Report No. 474. Champaign, IL: Center for the Study of Reading, University of Illonois at Urbana-Champaign.
Conklin, J. (1998). Hypertext: A introduction and survey. IEEE Computer, 20(9).
Dede, C. (1986). A review and synthesis of recent intelligent computer-assisted instruction. International Journal of Man–Machine Studies, 24, 329–353.
Deqiang Ma (1996). The study of field independent character students on WWW searching results, NKTU Master Thesis Paper (Chinese).
Dochy, F.J.R.C. (1994). Investigating the use of knowledge profiles in a flexible learning environment: Analyzing student, prior knowledge states. In S. Vosniadou, E. De Corte & H. Mandl (Eds.), Technology-base learning environments: Psychological and educational foundations (pp. 235–242). New York: Springer-Verlag.
Edwards, D.M. & Hardman, L. (1989). Lost in hyperspace: Cognitive mapping and navigation in a hypermedia environment. In R. McAleese (Ed.), Hypertext: Theory into practice. Oxford: Blackwell Scientific.
Elizabeth, H.H. & Michael, P. (1991). Relationship between students, conceptual knowledge and study strategies – Part 2: Student learning in biology. International Journal of Science Education, 13(4), 421–429.
Fletcher, J.D. & Atkinson, R.C. (1972). Evaluation of the Stanford CAI program in initial reading. Journal of Educational Psychology, 63(6), 597–602.
Greenfield, P.M. (1984). A theory of the teacher in the development of everyday life. In B. Rogoff & J. Lave (Eds.), Everyday cognition ○ Gits development in social context (pp. 95–116). Cambridge, MA: Harvard University Press.
Guo, Z. (1992). The improvement of science education from the constructed theory point. Science Development Journal Monthly, 20(5), 548–570 (Chinese).
Hativa, N. & Shorer, D. (1989). Socioeconomic status, aptitude and gender differences in CAI gains of arithmetic. Journal of Educational Research, 83(1), 11–21.
I. Dwaine Eubanks.○FLucy Pryde Eubanks. (1993). ACS test-item bank for general chemistry.
Jonassen, D.H. (1986). Hypertext principles for text and courseware design. Educational Psychologist, 21(4), 269–292.
Jacobson, M., Maouri, C., Mishra, P. & Kolar, C. (1995). Learning with hypertext learning environments: Theory, design and research. Journal of Educational Multimedia and Hypermedia, 4(4), 321–364.
Jialu Dong (2000). Effect of multimedia computer assisted learning process to the learning achievement of earth science course. 16th Taiwan Science Education Conference Paper (Chinese).
Jiarong Wen & Minglong Wu (2000). The practical application and educational theory in the new computerized generation. Taipei, Taiwan (Chinese).
Konshi Liao (1999). The study of affecting factors of organic stereochemistry and problem solving models. NTTU Doctor Dissertation (Chinese).
Kuenyan Yang (1996). The relationship of knowledge style and science learning achievement (I) & (II). Science Educational Journal, 194, 2–12 & 195, 16–23 (Chinese).
Leader, L.F. & Klein, J.D. (1994). The effects of search tool and cognitive style on performance in hypermedia database searchs. Educational Technology Research and Development, 44(2), 5–15.
Lee, D. (2001). The study and application of situated learning on oxidation and reduction web environment, Providence University Master Thesis Paper (Chinese).
Lin, F. (2001). The study of constructed concept teaching on chemical reaction web titles, Providence University Master Thesis Paper (Chinese).
Lin, H. & Chou, C. (1998). Effects of linking structure and cognitive style on students' performance and attitude in a computer-base hypertext environment. Journal of Educational Multimedia and Hypermedia, 7(2/3), 151–176.
Lin, H. & Gayle, V.D. (1996). The effect of navigation map and cognitive styles on learners' performance in a computer-networked hypertext learning system. Journal of Education Computing Research, 15, 17–329.
Lipman, M. (1985). Thinking skills fostered by philosophy for children. In J. Segal, S. Chipman & R. Glaser (Eds.), Thinking and learning skills: Relating instruction to basic research, 1 (pp. 83–108). Hillsdale, NJ: Lawrence Erlbaun Association.
Liu, H. (1996). The study of constructed theory view and its meaning on the science education. Science Educational Journal Monthly, 193, 6–22 (Chinese).
Liu, M., Ayersman, D.J. & Reed, W.M. (1995). Perceptions of a hypermedia environment. Computers in Human Behavior, 11(3/4), 411–428.
McDonald, S. & Stevenson, R.J. (1999). Spatial versus conceptual maps as learning tools in hypertext. Journal of Education Multimedia and Hypermedia, 8(1), 43–64.
Mingfu Chen (2000). The e-learning design project of physical education. The research project of NTTU physical education online course (Chinese).
Mingxiang Wu (1998). The message of computer net work learning and its related problem. News of Computer Center of Taiwan Educational Department, 9, 23–39 (Chinese).
Moore, M.G. & Kearsley, G. (1999). Distance education: A system view. California: Wasdsworth.
Niaz, M. (1989). Translation of algebraic equations and its relation to formal operational reasoning. Journal of Research in Science Teaching, 26(9), 785–793.
Patel, A. (1998). A computer based intelligent assessment system for numeric disciplines. Information Services and Use, 18(1–2), 53–63.
Pixin Wei (1995). The effect of different interface model and personalized research results in the hyper media information system. The fourth ICCAI conference paper S21–27 (Chinese).
Roblyer, M.D. (1988). The effectiveness of microcomputers in education. Technological Horizons in Edcation, 16(2), 85–89.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Cambridge University Press.
Romero, J.E., Tepper, B.J. & Tetrault, L.A. (1992). Development and validation of new scales to measure Kolb's (1985) learning style dimensions. Educational and Psychological Measurement, 52, 171–179.
Senchun Lin (1994). The study of relationship between the learning achievement of high school students and their different field styles. Educational Research Journal, 5, 81–112 (Chinese).
Shihe Hong (2000). The study and design of WWW learning process tracking system. National Tainan Teacher College Master Thesis (Chinese).
Von Glasersfeld, E. (1985). An introduction to radical constructivism. In P. Watzlawick (Ed.), The Invented Reality (pp. 17–40). New York: Norton.
Von Glasersfeld, E. (1989). An exposition of constructivism: Why some like it radical. ED 309935.
Witkin, H.A. & Goodenough, D.R. (1981). Field dependence and interpersonal behavior. Psychological Bulletin, 84, 661–689.
Wood, Bruner & Ross (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 7, 89–100.
Yeaming Ju (1999). The application of involvement style in the web teaching. NKTU Educational Research Journal, 26(2), 287–318 (Chinese).
Yusui Lou (2001). The application of scaffolding theory on the water chemistry web title. Providence University Master Thesis Paper (Chinese).
Yuzen Su (1995). The effectiveness of learning results in science course by the teaching model of fundamental school teacher and the student's knowledge style. Fundamental Educational Research Combination Journal, 3, 63–78 (Chinese).
Zhibin Shu (1998). The inference of learning achivement on the asynchronous distance education class – the example of tax course. National Taiwan University Accounting Department Master Thesis Paper (Chinese).
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Own, Z. The Application of an Adaptive Web-Based Learning Environment on Oxidation–Reduction Reactions. Int J Sci Math Educ 4, 73–96 (2006). https://doi.org/10.1007/s10763-004-8129-6
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10763-004-8129-6