Collaborative learning through versatile representations in asynchronous learning transactions via the WWW
Elspeth McKay · 2002
Asynchronous learning environments currently support individual training needs, reflecting the limitations of online instructional materials. Contemporary approaches to instructional design are hampered by the failure to recognise and accommodate the cognitive processes necessary for online learning, specifically the interactive effects between cognitive style and instructional format, and the need to adapt the instructional format dynamically. It may be concluded that a mechanism to achieve such dynamics lies in the concurrent acquisition of the meta-knowledge about the learner's cognitive performance within a contextual framework defined by a knowledge-level analysis of task difficulty.