Individualizing Instruction in a Web-Based Hypermedia Learning Environment: Nonlinearity, Advance Organizers, and Self-Regulated Learners
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Mcmanus, T.F. (2000). Individualizing Instruction in a Web-Based Hypermedia Learning Environment: Nonlinearity, Advance Organizers, and Self-Regulated Learners. Journal of Interactive Learning Research, 11(2), 219-251. Charlottesville, VA: AACE.
Retrieved from http://www.editlib.org/p/8486.
Journal of Interactive Learning Research
Volume 11, Issue 2, 2000
Association for the Advancement of Computing in Education (AACE) Charlottesville, VA
More Information on JILR
This study attempted to determine what combination of nonlin-earity and advance organizers worked best for learners with giv-en levels of self-regulation. While the results of the study showed no significant main effects or interactions, there were two near significant interactions: between nonlinearity and self-regulated learning (p = 0.054), and between nonlinearity and ad-vance organizers (p = 0.052). These results strongly suggest that highly self-regulating learners learn poorly in mostly linear web-based hypermedia learning environments, where they have very few choices, while medium self-regulating learners learn poorly in highly nonlinear environments where they are given too many choices. The results also strongly suggest that advance organiz-ers are more effective in highly nonlinear web-based hypermedia learning environments than in mostly linear environments. While not conclusive, the results of this study support further research.
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