Toward a Framework for Learner Segmentation.

1. INTRODUCTION The educational landscape of the future includes an array of online experiences for learners , ranging from those coupled to formal course work (e.g. , course management sys tem s like Blackboard or Moodle ) to more informal learning resources (e.g., MOOCS or the Khan Academy), which provide free, high quality instructional materials for students to use in augmenting their other educational experiences. The online format provides a wide variety of mechanisms both by which instructional content can be presented (e.g., video, text, images, etc.) and through which learners can interact according to their particular learning styles and objectives [Narciss et al. 2007]. It also makes the educational resources scalable and helps to overcome geographic, temporal, and financial boundaries, representing and reflecting the importance of the successful use of technology for instructing the current and future generations [ Hines et al. 2009] .