Describes CASTE (Course Assembly System and Tutorial Environment) that was developed to help students choose appropriate learning strategies in a hypertext environment. Highlights include the need for principles of course design; resource-based learning and computer-aided learning; conversation theory; and a comparison to other approaches.…

Presents a review of three major strategies for learning and information retrieval useful for learners in coping with typical problems in unstructured hypermedia. Strategies for goal attainment, spatial orientation, and knowledge acquisition are discussed, and future research on learning strategies for hypermedia is suggested. (Author/LRW)

Describes hypermedia-based learning resources, especially those on the World Wide Web, and suggests providing learners with reflection support to guide them to successful knowledge construction during exploration in hyperspace. Discusses knowledge-structure visualization, which models the exploration process. (LRW)

Provides an overview of the transition from traditional, programmed instruction to computer-assisted instruction, including concepts and history affecting instructional environments. Describes the focus of articles that follow, including methods for navigating and learning from hypermedia systems; point and query interface; story-based learning…

Explains the "Point and Query" (P&Q) Interface which trains students to develop good questioning strategies, decrease search time and increase retention and recall. Navigation and knowledge organization in the P&Q interface are explained; and two experiments demonstrating P&Q use are presented. (Contains 16 references.) (SLW)

Malaysian classrooms are progressively absorbing interactive multimedia as instructional strategies for teaching and learning. Though, till now, interactive multimedia in a Malaysian classroom is often limiting and is confined to the hybrid use of chalk-and-talk method with multimedia assisted materials, where learning is still largely…

Discusses the use of hypermedia to accommodate students' individual learning differences and to help students develop complex learning skills to acquire complex knowledge. Examines 10 research studies that investigated interaction between students' learning skills and their use of different forms of instruction. (Author/LRW)

Discusses the place of learning theory in the planning, design, and implementation of learning tasks using information and communications technology. Considers hypermedia and learning and the constructivist approach to learning, proposes a model for applying constructivist theory to learning, and describes an example involving the World Wide Web.…

Reviews published findings from empirical studies of hypermedia learning and cognitive styles and classifies them into five themes: nonlinear learning, learner control, navigation in hyperspace, matching and mismatching, and learning effectiveness. Presents a learning model and discusses implications for the design of hypermedia learning systems.…

Explores the relevance of hierarchies to information processing. Suggests that participants in all conditions create hierarchical representations as they work, and those in nonlinear conditions use this structure to guide their exploration of the material. An important function of hierarchies may be to define relationships between concepts.…

Explains learning-by-Web design, an emerging approach to learning-by-design that uses the Web as a vehicle to conduct a project. Discusses student's motivation, the effects of group collaboration on student learning, the effects of content structure, the effects of Web publicity, visual design considerations, and balancing learning both design…

Discusses the branching structure of hypermedia that can accommodate individual learning differences. Highlights include interactivity; self-learning skills; a conceptual framework; a model of self-regulated learning; prior knowledge; and future research directions. (Author/LRW)

Discusses the effects of individual differences and cognitive styles on student learning in hypermedia programs and presents a cognitive model to illustrate how students with different cognitive styles react to non-linear learning in hypermedia by analyzing the findings of previous studies. Suggests implications for the design of hypermedia…

Focuses on the rationale behind case-based instruction by describing the design and development of a prototype and addressing the justification of underlying design decisions. Outlines the prototype and presents formative evaluation results. (DDR)

Explains the origin and goals of cognitive flexibility theory and discusses new directions being explored. Topics include hypermedia systems; multiple knowledge representations; interconnectedness; context-dependency; digital video cases; experience acceleration; and bridging knowledge and practice, cognitive, individualistic practices and…