Academic journal article International Journal of Instructional Media

Application of Personalized Learning Environment on a Polymer Chemistry Educational Web-Site

Academic journal article International Journal of Instructional Media

Application of Personalized Learning Environment on a Polymer Chemistry Educational Web-Site

Article excerpt

RESEARCH OBJECTIVE

This study seeks to accomplish the following through a personalized adaptive learning environment

a. To find learning styles to suit different individual students using the WWW, thus triggering students' motivation to study, and the ultimate goal of teaching in accordance to their aptitude.

b. To examine the learning outcomes of the personalized learning environment from Polymer Chemical web-title by the quantitative approach.

c. To examine the connection between learning outcome and students' characteristic difference by quantitative method.

INTENTIONAL LEARNING THEORY

Intentional Learning Theory was invented by Margaret Martinez who combined neurological scholars--Daniel Goleman and Joseph Ledoux's theory that "human emotion plays an influential role in human recognition" from their works of "Emotional Intelligence" (1995) and "Emotional Brain" (1996), respectively, and Child development scholar Amanda Woodward's assertion (1998) that human's learning and thinking is affected by his/her emotion (1998 and 1997). Additionally, to support his Intentional Learning Theory, Learning Orientation Model, LOM, 1999, 1998, 1997) and Learning Orientation Questionnaire, LOQ, (1999) were introduced. Intentional Learning Theory includes all factors that may impact on learning, and the theory itself concentrates on the emotional factor as the most influential ingredient for learning activity. Simultaneously, conventional perspective of recognition study such as those concerns personal emotion, attitude, trust, and intention were addressed as the psychological factors (including social factors that may affect a person's intention) influencing and assisting learning activities by Learning Orientation Construct, LOC. Learning Orientation Construct, LOC, is based on three major factors that are greatly influential on learning: emotion, self-exertion and self-discipline.

Learning Orientation Questionnaire, LOQ, is a well-constructed survey for learning aptitude, coupled with Learning Orientation Model to study the survey. Typically, the survey has to fill 25 questions with numerals from 1 to 7, and the result is analyzed by LOQ Center.

Learning Orientation Model, LOM, can be grouped into four categories determined by individual's learning difference:

A. Transforming Learner

Transforming learners are stronger then others in terms of learning self-discipline, as they prefer to seek their own means of learning, and dislike interferences from others people. Therefore, they can actively learn by their own inspiration. Their learning outcomes are best when they set their own path and study methods.

Typically, these learners do not like to adhere to rules or standards, so readily higher study goals can be set for them. Their aptitude for learning is so more lively and active, meaning that they like to discover new knowledge or new challenges to be solved and learned. Therefore, they are willing to learn when they are empowered to set their own study path irrespective of course length. In terms of curriculum design, they can accept curricula that are highly challenging-moreover, an interpersonally touch can be considered to include in their study as the role of learning consultancy among others.

B. Performing Learner

In comparison to Transforming Learner, Performing Learners are not willing to take risks, and are more cautious in their learning attitude. Therefore, the length of curriculum course for them should be shortened, with fewer challenges. Nevertheless, within the thresholds of their interests, they are still willing to achieve their learning goals, provided that they are have enough inspirations; thus the 'coaching' style of teaching is well-suited to their learning. Hence, they should be encouraged continuously, while lengthy course should be avoided. They should be guided to avoid "discovery", else they may be intimidated by such difficulties, resulting in inefficient learning. …

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