Web-based Learning Solutions for Communities of Practice

124
Individual Learning and Emotional Characteristics in Web-based Communities of Practice
Subsequently, this leads to the need of experimentally
evaluating the positive effects of a)
matching content to practitioners according to their
cognitive style (personality cognitive style models
like CSA), and b) assigning to each group equally
distributed different types of learners (information
processing style, such as Kolb’s LSI).
In any case, collaborative working is not a mere
result of random real-time dynamics, but also the
resultant of learner characteristics that individuals
carry along, whatever the circumstance. Therefore,
taking into account their preferences may promote
efficient cooperation, or at least alleviate difficulties
that occur from widely varied methods of
learning between practitioners in CoPs.
More than a technologically driven determinism,
personalization provides a very flexible
platform for individual differences to be taken
into account, and to assess their importance and
role in cognitive processes. Still, there is the issue
of which users’ characteristics are to comprise
the basis of personalization, since it is not yet
clarified which cognitive science theories apply
to human-computer interaction. The issue of
Emotional processing is under research, since
its role and effect on academic performance and
learning is yet to be proven. There are indications
though that taking emotions into account can
help people to adjust easier into a group and find
their role while at the same time cooperate with
other group members with different emotional
characteristics. Emotion regulation can be the
motivational factor that humans need to activate
their capabilities at a cognitive and a social level
simultaneously.
REFERENCES
Atkins, H., Moore, D., Sharpe, S., & Hobbs, D.
(2001). Learning style theory and computer mediated
communication. In Proceedings of the ED-
MEDIA 2001 World Conference on Educational
Multimedia, Hypermedia & Telecommunications,
Tampere, Finland (pp. 71-75).
Banner, G., & Rayner, S. (2000). Learning language
and learning style: Principles, process and
practice. Language Learning Journal, 21, 37–44.
doi:10.1080/09571730085200091
Barlow, D. H. (2002). Anxiety and its disorders:
The nature and treatment of anxiety and panic
(2 nd ed.). New York: The Guilford Press.
Bull, S., & McCalla, G. (2002). Modeling cognitive
style in a peer help network. Instructional
Science, 30(6). doi:10.1023/A:1020570928993
Carver, C. A., Howard, R. A., & Lane, W. D. (1999).
Addressing different learning styles through
course hypermedia. IEEE Transactions on Education,
42(1), 33–38. doi:10.1109/13.746332
Cassidy, S. (2004). Learning styles: An overview
of theories, models, and measures.
Educational Psychology, 24(4), 419–444.
doi:10.1080/0144341042000228834
Curry, L. (1983). An organization of learning
styles theory and constructs. In L. Curry (Ed.),
Learning style in continuing education (pp. 115-
131). Dalhousie University.
Erdem, F., & Ozen, J. (2003). Cognitive and
affective dimensions of trust in developing
team performance. Team Performance Management:
An International Journal, 9, 131–135.
doi:10.1108/13527590310493846
Feist, J., & Feist, G. J. (2006). Theories of personality
(6 th ed.). New York: McGraw-Hill.