Instructional Design Methods Integrating Instructional Technology

Jones, Paula G.; Davis, Rita

doi:10.4018/9781599048659.ch002

Cited by 3 publications

(3 citation statements)

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“…It is also possible to solve this problem by providing effective feedback, which is essential for a hypermedia learning system in helping learners to identify the system's structure and to learn across the system effectively (Jones, 1997). For example, the hypermedia learning system can make an indication to the location when they reach these navigation buttons.…”

Section: Implications For System Designmentioning

confidence: 99%

Cognitive styles and hypermedia navigation: Development of a learning model

Chen¹,

Macredie²

2001

J. Am. Soc. Inf. Sci.

192

110

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There has been an increased growth in the use of hypermedia to deliver learning and teaching material. However, much remains to be learned about how different learners perceive such systems. Therefore, it is essential to build robust learning models to illustrate how hypermedia features are experienced by different learners. Research into individual differences suggests cognitive styles have a significant effect on student learning in hypermedia systems. In particular, Witkin's Field Dependence has been extensively examined in previous studies. This article reviews the published findings from empirical studies of hypermedia learning. Specifically, the review classifies the research into five themes: nonlinear learning, learner control, navigation in hyperspace, matching and mismatching, and learning effectiveness. A learning model, developed from an analysis of findings of the previous studies, is presented. Finally, implications for the design of hypermedia learning systems are discussed. IntroductionAs one of the most recent developments in learning technology, hypermedia stands to offer a significant contribution to the improvement of delivering instructional material. Hypermedia is unique in that there is not one linear path through the program but a multitude of branches in which a learner can explore a subject matter at his/her own pace. This change frees up the way in which information can be delivered to learners, giving them greater control over what they read and the order in which they read it. However, not all types of students have the capability to develop navigation paths by themselves. In the past decade, many studies have found that individual differences had significant effects on student learning in hypermedia systems, ranging from gender differences , through system experience (Hölscherl & Strubel, 2000;Reed & Oughton, 1997), to cognitive styles (Durfresne & Turcotte, 1997;Shih & Gamon, 1999). Among these differences, cognitive styles especially play an important role in the development of hypermedia-based learning because they refer to users' information processing habits, representing individual user's typical modes of perceiving, thinking, remembering, and problem solving (Messick, 1976). Such importance has been highlighted by previous research, which indicated that students with different cognitive styles showed different learning preferences and required different navigational support in hypermedia systems (e.g., Ford & Chen, 2000;Kim, 1997).It is, therefore, essential to build a robust learning model by understanding the needs of students with different cognitive styles. This article aims to present a learning model that illustrates how cognitive styles influence student learning in hypermedia systems by using the evidence of previous research as a base. The evidence will be reviewed and analyzed under five themes that are commonly presented in the literature: nonlinear learning, learner control, navigation in hyperspace, matching and mismatching, and learning effectiveness. In additi...

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Section: Implications For System Designmentioning

confidence: 99%

Cognitive styles and hypermedia navigation: Development of a learning model

Chen¹,

Macredie²

2001

J. Am. Soc. Inf. Sci.

192

110

View full text Add to dashboard Cite

show abstract

“…It is also possible to solve the disorientation problems by providing effective feedback, which is essential for a hypermedia learning system in helping learners to identify the system's structure and to learn across the system effectively (Jones, 1997). For example, hypermedia learning programmes can make an indication to the location when they reach these navigation buttons.…”

Section: Internal/external Directedmentioning

confidence: 99%

A cognitive model for non–linear learning in hypermedia programmes

Chen

2002

Brit J Educational Tech

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Sherry Y Chen is a Lecturer in the Department of Information Systems and Computing at BrunelUniversity. Her major research interests focus on hypermedia-based learning environments and humancomputer interaction. She has published widely in these areas. She is the principle investigator of two research projects: "human factors in the design of adaptive hypermedia systems" and "cognitive approaches to develop search agents". AbstractIn the past decade, hypermedia programmes have gained attraction for the purposes of teaching and learning. These programmes provide students with freedom of navigation. On the other hand, students are required to develop learning paths by themselves. Empirical evidence indicates that not all of learners can benefit from hypermedia learning. In particular, they have problems to deal with non-linear learning. Research into individual differences suggests cognitive styles have significant effects on student learning in hypermedia programmes. In this study, a cognitive model is presented to illustrate how students with different cognitive styles react to non-linear learning within hypermedia programmes by analysing the findings of previous studies. Implications for the design of adaptive hypermedia learning programmes are also discussed. IntroductionThe use of hypermedia as a learning medium has been attracting much research in the field of educational technology. The basic rationale behind hypermedia is that information can be presented in a non-linear format. Learners can make their ways through such an information-rich and highly interconnected programme in their own selfdirected manner, instead of having to follow passively some form of pre-defined linear access (Farrell and Moore, 2000). In other words, the development of hypermedia programmes provides learners with many opportunities to explore and discover according to their own individual needs.

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“…Except for learners' demographics and needs, in the context of adult learning in informal settings using distance education, elements like learners' sociocultural context (Vygotsky, introduced by Tudge & Scrimsher, 2003), motivation (Jones & Davis, 2011;Bandura, 1978;Salomon, 1981;Gagné, Briggs, & Wager, 1992), and expectations from the educational program (Jones & Davis, 2011) were considered as highly important parameters and, consequently, informed the Geographical factors such as distances and accessibility always affect blended learning where students do whole physical meetings, albeit rarely. Relationships are always important and in small places more so.…”

Section: The Revit Learning Needs Analysismentioning

confidence: 99%

IRRODL Volume 14, Number 5

Authors

2013

IRRODL

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This is my first editorial of IRRODL as one of the two co-editors with Dianne Conrad.As she did previously, I would like to take this opportunity to thank Terry Anderson for all the work he has done in building IRRODL into a world class scholarly journal, a leader in our field. And neither of us could manage this feat without the professional assistance of Brigette McConkey, IRRODL's managing editor.The articles in this issue of IRRODL have been grouped into two sections. The first provides us with research findings of interest to educational administrators and consists of articles on capacity building and leadership as well as more technical research on computer security and modeling. The second section is concerned with teaching and learning and consists of articles on training and teaching methods followed by research studies related to interactivity and social media. lectures, service quality, and innovativeness were all significant factors affecting behavioural intention to use mobile learning. Capacity building/leadership Administration Computer security and modelingOnline learning administrators need to be more aware of issues surrounding computer security and computer modeling. In their paper, Chen and He use blog mining as well as a traditional literature search to determine the awareness of security risks in online environments, noting that security is not considered to be a top priority. On the other hand, Amigud conducted a survey of five distance education programs on their learner authentication strategies, confirming that at least in this one problem area, secure identification is possible at a distance. The Yildiz et al. paper describes a fuzzy model program designed to accurately predict students' performance, concluding that the most accurate results came from the model that was based on experts' opinions. Teaching and Interactivity TeachingUsing a qualitative meta-ethnographic approach, Mbati explored student experiences using social media, finding that online discussion forums are ideal for the stimulation of learning in elearning programs. Shattuck and Anderson explored whether a training course had any impact on teaching practice. They recommend design principles for instructor training. Mavroudi and Hadzilacos adopted a learning needs approach to study the design of courses for elearning. They combined learner, context, and needs analyses into a coherent framework for replication. InteractivityInter-personal interaction has been identified by many researchers as an important learning variable that can be supported online using social media. Castaño-Muñoz et al. The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.

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Instructional Design Methods Integrating Instructional Technology

Cited by 3 publications

References 0 publications

Cognitive styles and hypermedia navigation: Development of a learning model

Cognitive styles and hypermedia navigation: Development of a learning model

A cognitive model for non–linear learning in hypermedia programmes

IRRODL Volume 14, Number 5

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