A cognitive model for non–linear learning in hypermedia programmes

A cognitive model for non–linear learning in hypermedia programmes In 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png British Journal of Educational Technology Wiley

A cognitive model for non–linear learning in hypermedia programmes

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Publisher
Wiley
Copyright
British Educational Communications and Technology Agency, 2002
ISSN
0007-1013
eISSN
1467-8535
D.O.I.
10.1111/1467-8535.00281
Publisher site
See Article on Publisher Site

Abstract

In 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.

Journal

British Journal of Educational TechnologyWiley

Published: Sep 1, 2002

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