This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e. a macro level of motivation) on learning. This research was performed to gain more insight in the…

In learning environments which provide little structure (e.g., hypermedia systems) students have an especially strong need to regulate and control their own learning. However, a review of the literature indicates that merely providing learners with flexible learning environments does not necessarily mean that they will effectively explore and…

Presents a framework for the study of hypertext. First, a historical perspective on the evolution of hypertext is provided. Next, hypertext system components are presented, and relevant psychological and pedagogical issues are analyzed. Finally, a framework for the study of hypertext, with implications for theory, research, and development, is…

Components of a case-based teaching architecture in a computer-based learning environment are discussed. Highlights include examples of "Creanimate," a program in which students interactively create a new animal while the "storyteller" monitors their actions looking for opportunities to present stories and questions that will…

Research on multimedia learning has produced a vast body of findings which, however, are not yet being integrated into a comprehensive framework of reference. For a considerable time, cognitive centered approaches have dominated the literature. Although motivational variables are now being taken into account, there is still a large gap in regard…

Reviews the evolution of instructional systems design and computer-based learning environments, focusing on the effects of technological advances. Classification of learning environments is discussed in the context of the dimensions of scope (macrolevel or microlevel), user activity (generative or mathemagenic), educational activity (goal-directed…

Examines the issue of help devices for students in hypermedia environments according to the learning context and cognitive processes involved. Describes three main types of learning situations--learning-by-doing, learning-by-instruction, learning-by-exploring--and explores the main cognitive processes involved in them. Discusses specific types of…

Studied 69 undergraduates who used conceptually-indexed hypertext learning environments with differently structured thematic criss-crossing (TCC) treatments: guided and learner selected. Found that students need explicit modeling and scaffolding support to learn complex knowledge from these learning environments, and considers implications for…

Describes a study that investigated the effects of learner control and of advisement in a hypertext learning environment with second-grade students who had different levels of prior knowledge about the content. Topics discussed include computer-assisted instruction; learner control; and recommendations for instructional design in a hypertext…

This qualitative study investigates the nature of the cognitive processes learners use in HyperCard environments: whether students' cognitive processes differ in learner-controlled versus program-controlled environments, and how much students learn in each. Participants were 20 undergraduate students in the college of education at a large…

Proposes a theory for organizing information and activities in educational hypermedia systems and evaluates theory effectiveness based on implementation of a multimedia learning environment. Results suggest that self-paced interactive learning environments, multimedia information access, and constructive activities organized into cognitive media…

This paper introduces and analyzes problems and issues in the design and use of cognitive tools in open, user-centered learning environments. It introduces a classification scheme for tool functions, and showcases several tools in a current educational hypermedia research and development effort. Information-seeking, information-presentation,…

This study of graduate students examined the process and outcomes of novice and expert teachers who learned a classroom-observation coding system through a hypermedia learning environment. The training program was designed as a modular, skills-based approach that allowed user-controlled access to tutorials, guided practice, and independent…

The use of hypermedia in education is supported by cognitive flexibility theory which indicates transfer of knowledge to real-world settings is improved when that material is learned in a case-based, associative network emphasizing complexity and links to related information. Hypermedia is further assumed to benefit education, because it resembles…

This paper presents a framework for producing learning environments (LEs) on the World Wide Web that improves productivity and quality at a reduced cost for both designers and learners. The resulting LEs are germane to fractals. Changes in scale are likened to levels in LEs; each level expresses a given viewpoint on knowledge. Self-similarity…