Key design considerations for personalized learning on the Web

Abstract

Technologically, researchers are making rapid progress realizing the personalized learning dream with object architecture and adaptive learning technology. However, a whole-person understanding of how individuals want or intend to learn (more than just building, processing, and storing knowledge) is still missing from most online solutions. Primarily cognitive solutions that overlook the power of emotions and intentions may be insufficient for online learning, especially when instructors are unavailable to facilitate instruction. This paper describes a study that examines how individuals learn in adaptive Web learning environments. Included are guidelines that have evolved from the study's results for designing interactive learning environments from an alternative perspective. Offering a whole-perspective perspective about learning, this paper introduces (a) profiles that describe fundamental differences in how people learn, (b) specific reasons why some learners may be more successful than others, (c) strategies for helping learners improve Web learning ability, and (d) design guidelines that tap into the dominant influence of emotions, intentions, and social factors on learning.