Web-Based Interactive Learning and the Effects of Learner Beliefs, Environmental Preferences, and Cognitive Loads

Background

In the modern information era, the rapid development of multimedia and Internet technologies has a growing impact on school learning. The creation of web-based learning environments have started a revolution in the transmission of course content through the application of hypermedia-based links that unite text, images, audio, video, animations, exercises, etc., to present concepts in multiple forms. In addition to hyper-linked content presentation, other critical features of web-based learning environments, such as online discussion, instant or asynchronous feedback/communication, database, information search and so forth, provide interactive channels that support knowledge construction. Many scholars have discussed the role of web-based learning environments in enhancing learning. For example, Jonassen (1996) mentioned that web-based learning, compared with the classroom-based teaching and learning, provides external stimuli that gain the attention of sensory organs to enhance learners' endurance and concentration. Jim (2001) pointed out that the benefits of online learning include the increase of student involvement on learning process and high engagement in collaborative learning and discussion in the online environment. Recently, Kuljis and Lines (2007) demonstrated that the web-based learning environments, when blended with discussion forum, foster collaboration. Although discussions regarding the role of the web-based learning environments in enhancing learning can be found in literature, it is sometimes too easy to assume that multimedia provides a better learning environment, without considering the impacts of learner characteristics and the ways that the organization and distribution of multimedia materials or tools may interact with learning.