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This study provides insights about how learning with hypermedia is mediated by system design and learner cognition. Videotaped observations were made of seventh and eleventh grade students using a commercially produced instructional hypermedia system. Analysis revealed differences among students in the paths taken, the type of nodes visited, the amount of time spent at each node, and think-aloud verbalizations. Three profiles of hypermedia navigation emerged from the data with each style characterized by a distinct set of information processing strategies. Analysis of the characteristics of the learners revealed that the students within each profile group had similar levels of prior knowledge, need for cognition, and self-efficacy. Studentgenerated concept maps appeared to be influenced by both the organization of knowledge within the system and navigation performance. Implications related to the design and use of hypermedia systems are considered.Currently, hypermedia systems containing curriculum-based content are found in classrooms at all educational levels. Although hypermedia learning environments may be designed inappropriately for some learners and some content [l-31, they are increasingly available and with the inclusion of advanced multimedia features have high levels of visual appeal. As this type of instructional material finds its way into classrooms, a question of importance is how learners navigate through these systems and how they acquire knowledge from them [4,5]. The importance of not separating the development and application of these systems from theories of cognition and instruction has been emphasized [3].In hypermedia, information is organized as a directed graph consisting of information nodes which can have one or more out-going links that connect to associated destination nodes [6]. The nodes may represent knowledge in a variety 189 0 1999, Baywood Publishing Co., Inc.

This research explored how between-group collaboration enhanced the co-construction of knowledge and performance on project-based learning tasks of collaborative learning groups. The findings of 2 case studies, one that focused on between-group mentoring and one that focused on between-group project review, revealed that both strategies were perceived favorably by the students and had a positive impact on the collaborative learning skills, the knowledge revealed through their online dialogue, and the project performance of all students, especially the less effective groups. The results provide some insights into the computersupported collaborative learning process among students in a higher education context.

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The relationship between cognitive style and success in a computer-augmented learning environment was investigated. Fifty-nine students enrolled in a developmental education course in algebra were assigned to one of two instructors and one of two treatment conditions (computer-augmented instruction or traditional instruction). Student cognitive style (field-independence-dependence) was determined by performance on the Group Embedded Figures Test. Significant variables identified from a stepwise regression included main effects for prior achievement, cognitive style, and instructor. In addition, a significant treatment by cognitive style interaction was found. Field-dependent students exhibited greater math achievement in a computer-augmented environment, whereas students with indiscriminate cognitive style demonstrated greater achievement in a traditional learning environment. The results supported the hypothesis that learning environments differentially effect students with dissimilar cognitive style characteristics.