Learning Strategies and Hypermedia Instruction
Kendall Hartley, 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
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.
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).
© 2001 Association for the Advancement of Computing in Education (AACE)
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