Abstract
E−Learning has the advantage of allowing for learners’ individual differences in the sense that it can firstly generate and provide an appropriate learning environment according to learners’ interests and abilities and secondary allow them to control the order and pace of learning. However, today's design methods of e−Learning materials are based on Instructional Design paradigms which maintain the traditional ”One−size−fits−all” approach；that is, one type of material designed for all. In this study, the authors focused on cognitive styles theory, which categorizes individual cognitive styles with respect to grasping information and thought processes. Using the methods of educational technology, the authors carried out experiments to measure how individual cognitive styles relate to the design of e−Learning materials and learning performance. The results indicate that e−Learning materials with a suitable design regarding the cognitive styles bring higher learning performance, and thus, it is concluded that the introduction of cognitive styles theory has the potential for further individualization of e−Learning.
