Skip to main content

A cognitive model for non–linear learning in hypermedia programmes

Buy Article:

$51.00 plus tax (Refund Policy)

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.
No References
No Citations
No Supplementary Data
No Data/Media
No Metrics

Document Type: Research Article

Affiliations: Brunel University, UK. sherry.chen@brunel.ac.uk

Publication date: 2002-09-01

  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more