You are here:

Learning Strategies and Hypermedia Instruction
Article

, University of Nevada, Las Vegas, United States

Journal of Educational Multimedia and Hypermedia Volume 10, Number 3, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

Students are frequently being asked to learn from hypermedia. Some characteristics of hypermedia, including the use of multiple media and the increased control over sequence provided to the learner, may impede learning for the less strategic student. This study investigated the potential of incorporating learning strategy instruction into hypermedia learning materials. Using an intact high school computer class, a six-week intervention was conducted where the experimental group participated in learning strategy training in conjunction with hypermedia computer networking lessons. Pre and post measures of metacognitive awareness and achievement are reported. The results indicated that student's regulation of their own cognition benefited from strategy training but their knowledge of cognition and achievement was commensurate with a control group. The discussion includes reasons why strategy instruction through hypermedia may not be successful and provides suggestions for future research.

Citation

Hartley, K. (2001). Learning Strategies and Hypermedia Instruction. Journal of Educational Multimedia and Hypermedia, 10(3), 285-305. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2019 from .

© 2001 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Alexander, P.A, Graham, S., & Harris, K.R. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10, 129-154.
  2. Baker, L., & Brown, A.L. (1984). Cognitive monitoring in reading. In J. Flood (Ed.), Understanding reading comprhension (pp. 21-44). Newark, DE: International Reading Association.
  3. Brown, A. (1987). Metacognition, executive control, self-regulation, and other mysterious mechanisms. In F.E. Weinert & R.H. Kluwe (Eds.), Metacognition, motivation, and understanding. Hillside, NJ: Erlbaum.
  4. Cardinale, L.A., & Smith, C.M. (1994). The effects of computer-assisted learning-strategy training on the achievement of learning objectives. Journal of Educational Computing Research, 10, 153-60.
  5. Dehn, M.J. (1997). The effects of informed strategy training and computer mediated text on comprehension monitoring and reading comprehension. (ERIC Document Reproduction Service No. ED 402 545)
  6. Derry, S.J., & Murphy (1986). Designing systems that train learning ability: From theory to practice. Review of Education Research, 56, 1-39.
  7. Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research, 60, 517529.
  8. Graham, S., & Harris, K.R. (1993). Self-regulated strategy development: Helping students with learning problems develop as writers. The Elementary School Journal, 94, 169-181.
  9. Hartman, H.J. (1998). Metacognition in teaching and learning: An introduction. Instructional Science, 26, 1-3.
  10. Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 99-136.
  11. Jacobs, J.E., & Paris, S.G. (1987). Children’s metacognition about reading: Learning Strategies and Hypermedia Instruction 305
  12. Keller, J., & Burkman, E. (1993). Motivation principles. In M. Fleming & W.H. Levie (Eds.) Instructional message design: Principles from the behavioral and cognitive Sciences. (pp. 3-49). Englewood Cliffs, NJ:
  13. Park, S. (1995). Implications of learning strategy research for designing computer-assisted instruction. Journal of Research on Computing in Education 27, 435-56.
  14. Puntambekar, S. (1995). Helping students learn “how to learn” from texts: Towards and ITS for developing metacognition. Instructional Science, 23, 163-182.
  15. Puntambekar, S., & DuBoulay, B. (1997). Design and development of MIST: A system to help students develop metacognition. Journal of Educational Computing Research, 16, 1-35.
  16. Pressley, M., & Woloshyn, V. (1995). Cognitive strategy instruction that really improves children’s academic performance. Cambridge, MA: Brookline Books.
  17. Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 181-221.
  18. Schraw, G., & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 143-154.
  19. Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125.
  20. Symons, S., Snyder, B.L., Cariglia-Bull, T., & Pressley, M. (1989). Why be optimistic about cognitive strategy instruction? In C.B. McCormick, G.E. Miller, & M. Pressley (Eds.), Cognitive strategy research: From basic research to educational applications (pp.104-132). New York:
  21. Weinstein, C.E. (1978). Teaching cognitive elaboration learning strategies. In H.F.O'Neal (Ed.), Learning strategies (pp. 31-55). New York: Academic Press.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Also Read

Related Collections