The Relationships between Individual Differences and the Quality of Learning Outcomes in Web-Based Instruction

The use of web-based instruction is becoming widespread in higher education, however much remains to be learned about how different learners perceived such instructional programmes. The study presented in this paper evaluates students’ learning performance and their experience in a web-based instructional programme, which was applied to teach students how to use HTML in Brunel University’s Department of Information Systems and Computing. Sixty-one Masters students participated in this study. A number of interesting interactions were found. Students’ task achievements were affected by the levels of their previous system experience. On the other hand, the Post-Test and Gain scores were positively influenced by their perceptions and attitudes toward the web-based instructional programme. The implications of these findings are discussed