Reviewing the Research on Hypermedia-Based Learning

Ayersman, David J.

doi:10.1080/08886504.1996.10782180

Cited by 58 publications

(51 citation statements)

References 46 publications

(30 reference statements)

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“…Course content and teaching activities should be devised taking into account the learning styles of students, as there are always different abilities, interests and attitudes regardless of the dimension in which the learning styles of the students are evaluated. There are many studies in the relevant literature reporting that both the academic achievements and the self-confidences of students increase thanks to the course content which is designed based-on the learning styles of the students (Dunn et al, 1990;Ayersman, 1996;Matthews, 1996;Snyder, 2000). According to Biggs (2001), if a student knows his/her own learning style and applies it to the learning -teaching process, s/he will learn both more easily and more rapidly and there is a high degree of probability that s/he will be successful in the learning process.…”

Section: Learning Stylementioning

confidence: 99%

An Examination through Conjoint Analysis of the Preferences of Students Concerning Online Learning Environments According to Their Learning Styles

Dağhan¹,

Akkoyunlu²

2012

IES

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This study examines learning styles of students receiving education via online learning environments, and their preferences concerning the online learning environment. Maggie McVay Lynch Learning Style Inventory was used to determine learning styles of the students. The preferences of students concerning online learning environments were detected through the prioritization of determined main factors and sub-factors. Conjoint analysis, which is a multivariate statistical method, was employed in this study. The prepared conjoint questionnaire was administered both to the entire research group and to visual, auditory and kinesthetic style learning student groups separately. The findings obtained were interpreted by matching with their learning styles. It was concluded that online learning students attached great importance to the employed technology characteristic and to the student-administrator interaction. Considering general of the students, the synchronization or asynchronization of mode of communication and the existence or non-existence of technical support in the prepared environment were not considered important. It was concluded that as the learning styles of students varied, their views about other variables, the interaction preferences in the online learning environment in particular, also differed. Learning styles of students and their preferences concerning the learning materials also showed a parallelism.

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Section: Learning Stylementioning

confidence: 99%

An Examination through Conjoint Analysis of the Preferences of Students Concerning Online Learning Environments According to Their Learning Styles

Dağhan¹,

Akkoyunlu²

2012

IES

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“…To assess changes in semantic frameworks, the concept maps were scored for (a) number of unique nodes, and (b) number of links between nodes using scoring procedures originally proposed by Novak and Gowin (1984) and applied in previous hypermedia research (Ayersman, 1996;Fitzgerald et al, 2007, Fitzgerald & Semrau, 1998. While measures of breath, depth, and interconnectedness or complexity are necessary to determine change in semantic framework, they are not sufficient to determine new knowledge and skill content gained by the participants.…”

Section: Figurementioning

confidence: 99%

Exploring the Bridge from Multimedia Cases to Classrooms: Evidence of Transfer

Fitzgerald

Mitchem

Hollingsead

et al. 2011

J Spec Educ Technol

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This article reports findings from a follow-up study of teacher education students who utilized multimedia cases in coursework in preparation for teaching students with emotional/behavioral disorders. The purpose of the study was to examine the extent to which knowledge, skills, and attitudes gained through multimedia case-based instruction were maintained following coursework with the cases and transferred to discussions of classroom practice. Research subjects included 16 students who agreed to participate in an online follow-up support group during the two semesters after their use of multimedia cases in their teacher education courses. The independent variable was testing condition (postinstruction versus follow-up Semester 1 versus follow up Semester 2). Dependent variables included the breadth of concept (nodes), the interconnectedness of concept (links), and the quality of content contained in concept maps completed at preinstruction, postinstruction, and two follow-up points in time. Results indicated that conceptual change occurred between preinstruction and the first follow-up phase, and these changes in conceptual knowledge were maintained during the follow-up period while participants were employed in schools. Qualitative data provide a rich understanding of the study findings by relating transfer of knowledge, skills, and attitudes to the prior case instruction and scaffolds embedded in the cases.

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“…A review of the educational literature indicates that K-12 and college students benefit from using interactive media in many ways, including: deep comprehension; listening comprehension; story production and decoding skills; higher levels of achievement (i.e., comprehension, learning); reading performance and vocabulary development; and improved sense of confidence and preparedness, and that interactive media materials were easier to use than traditional materials (i.e., printed textbooks) (see Ayerson 1996 for a review). Also, the learner has greater control over the pace that material is presented and can set a learning speed best suited to his or her needs (Najjar 1996).…”

Section: Interactivitymentioning

confidence: 99%

A Preliminary Structural Equation Model of Comprehension and Persuasion of Interactive Advertising Brand Web Sites

Macias¹

2003

Journal of Interactive Advertising

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The main goal of this study was to build a preliminary structural equation model to better understand the relationships between interactivity, comprehension, and persuasion. The limited capacity processing model provided theoretical framework. A two-cell (interactivity: low/high) experimental design was used to examine how the level of interactivity in interactive advertisements influences comprehension and attitudes. The sample consisted of 153 subjects. The structural equation model supported the idea that interactivity is an important and direct factor in both the consumer's comprehension of interactive advertising and the persuasive outcomes (attitudes and purchase intention). In addition, comprehension had a direct, positive influence on persuasive outcomes. Limitations and directions for future research are discussed.

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Reviewing the Research on Hypermedia-Based Learning

Cited by 58 publications

References 46 publications

An Examination through Conjoint Analysis of the Preferences of Students Concerning Online Learning Environments According to Their Learning Styles

An Examination through Conjoint Analysis of the Preferences of Students Concerning Online Learning Environments According to Their Learning Styles

Exploring the Bridge from Multimedia Cases to Classrooms: Evidence of Transfer

A Preliminary Structural Equation Model of Comprehension and Persuasion of Interactive Advertising Brand Web Sites

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