References
[1]. Altun, A., & Cakan, M. (2006). Undergraduate
students' academic achievement, field dependent/
independent cognitive styles and attitude toward
computers. Educational Technology & Society, 9, 289-
297.
[2]. Brewer, S., & Klein, J. D. (2006). Type of positive
interdependence and affiliation motive in an asynchronous, collaborative learning environment.
Educational Technology Research and Development,
54(4), 331-354.
[3]. Crooks, S. M., Klein, J. D., Wilhelmina, S., & Leader, L.
(1998). Effects of cooperative and individual learning
during learner-controlled computer-based instruction.
Journal of Experimental Education, 66, 223-244.
[4]. Dillon, A., & Gabbard, R. (1998). Hypermedia as an
educational technology: A review of quantitative
research literature on learner comprehension, control,
and style. Review of Educational Research, 68, 322-349.
[5]. Handal, B., & Herrington, A. (2004). On being
dependent or independent in computer based learning
environments. Journal of Instructional Science and
Technology, 7(2). Retrieved May 8, 2008, from http:// www.
usq. edu.au/electpub/e-jist/docs/Vol7_no2 /content2.htm
[6]. Hayes, J., & Allinson, C. W. (1996). The implications of
learning styles for training and development: A discussion
of the matching hypothesis. British Journal of
Management, 7, 63-73.
[7]. Ivers, K. S., & Barron, A. E. (1998). Using paired
learning environments with computer-based instruction
to teach preservice teachers about telecommunications.
Journal of Technology and Teacher Education, 6(2-3),
183-191.
[8]. Jensen, M., Johnson, D. W., & Johnson, R. T. (2002).
Impact of positive interdependence during electronic
quizzes on discourse and achievement. The Journal of
Educational Research, 95, 161-166.
[9]. Johnson, D. W., & Johnson, R. T (1989). Cooperation
and competition: The theory and research. Edina, MN:
Interaction Book Company.
[10]. Johnson, D. W., & Johnson, R. T. (1992). Positive
interdependence: Key to effective cooperation. In R.
Lazarowitz & N. Miller (Eds.), Interaction in cooperative
groups (pp. 174-199). San Francisco: Jossey-Bass.
[11]. Johnson, D. W., & Johnson, R. T (1994). Learning
together and alone: Cooperative, competitive, and individual learning (4th ed). Needham Heights, MA: Ally &
Bacon.
[12]. Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998).
Cooperative learning returns to college. Change, 30(4),
26-35.
[13]. Jonassen, D. H., & Grabowski, B. L. (1993).
Handbook of individual differences, learning and
instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.
[14]. Klein, J. D., & Doran, M. S. (1999). Implementing
individual and small group learning structures with a
computer simulation. Educational Technology Research
and Development, 47(1), 97-110.
[15]. Klein, J. D., & Schnackenberg, H. L. (2000). Effects of
informal cooperative learning and affiliation motive on
achievement, attitude, and student interactions.
Contemporary Education Psychology, 25, 332-341.
[16]. Lemire, D. (2002). Brief Report: What developmental
educators should know about learning styles and
cognitive styles. Journal of College Reading and Learning, 32, 177-182.
[17]. Sadler-Smith, E., & Riding, R. (1999). Cognitive style
and instructional preferences. Instructional Science, 27,
355-371.
[18]. Singhanayok, C., & Hooper, S. (1998). The effects of
cooperative learning and learner control on students'
achievement, option selections, and attitudes.
Educational Technology Research and Development,
46(2), 17-33.
[19]. Witkin, H. A., Moore, C. A., Goodenough, D. R., &
Cox, P. W. (1977). Field-dependent and fieldindependent
cognitive styles and their educational
implications. Review of Educational Research, 47(1), 1-
64.
[20]. Witkin, H. A., Oltman, P. K., Raskin, E., & Karp, S. A.
(1971). A manual for the embedded figures tests.
Paloalto, CA: Consulting Psychologists Press.
