Advances in scaffolding learning with hypertext and hypermedia: a summary and critical analysis
- 864 Downloads
Hypermedia learning environments such as the World Wide Web and CD based multimedia encyclopedias are extensively used in education, frequently with the intent of helping students learn challenging educational subjects. However, we caution educators, instructional designers, and researchers not to be seduced by design approaches for hypermedia environments that allow learners to access, manipulate, or restructure multiple representations of information while receiving little or no scaffolding during learning. As the authors of this special issue demonstrate, learning with hypertext and hypermedia is challenging for learners of all ages and that systematic and carefully designed research is needed in order to contribute to our understanding of how to promote learning with non-linear systems such as these. We further argue that hypermedia design approaches should be informed by empirical research with multiple methodologies from various disciplines rather than adopting ad hoc or...
KeywordsDeclarative Knowledge Scaffolding Learning Metacognitive Monitoring Human Tutor Theoretical Plurality
- Azevedo, R. (in press). The role of self-regulation in learning about science with hypermedia. In D. Robinson & G. Schraw (Eds.), Current perspectives on cognition, learning, and instruction.Google Scholar
- Azevedo, R., Moos, D. C., Greene, J. A., & Winters, F. I. (this volume). Why is externally-facilitated learning more effective than self-regulated learning with hypermedia? Educational Technology Research & Development, doi: 10.1007/s11423-007-9067-0.
- Bransford, J. D., Brown, A. L., Cocking, R. R., & Donovan, S. (Eds.). (2000). How people learn: Brain, mind, experience, and school (expanded edition). Washington, DC: National Academy Press.Google Scholar
- Dillon, A., & Jobst, J. (2005). Multimedia learning with hypermedia. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 569–588). Cambridge, MA: Cambridge University Press.Google Scholar
- Gerjets, P., Scheiter, K., & Schuh, J. (this volume). Information comparisons in example-based hypermedia environments: Supporting learners with processing prompts and an interactive comparison tool. Educational Technology Research & Development, doi: 10.1007/s11423-007-9068-z.
- Gerjets, P., Scheiter, K., & Tack, W. H. (2000). Resource-adaptive selection of strategies in learning from worked-out examples. In L. R. Gleitman & A. K. Joshi (Eds.), Proceedings of the 22nd annual conference from the cognitive science society (pp. 166–171). Mahwah, NJ: Erlbaum.Google Scholar
- Jacobson, M. J. (2006). From non-adaptive to adaptive educational hypermedia: Theory, research, and design issues. In G. Magoulas & S. Chen (Eds.), Advances in web-based education: Personalized learning environments (pp. 302–330). Hershey, PA: Idea Group.Google Scholar
- Jacobson, M. J. (this volume). A design framework for educational hypermedia systems: Theory, research, and learning emerging scientific conceptual structures. Educational Technology Research & Development, doi: 10.1007/s11423-007-9065-2.
- Jacobson, M. J., & Azevedo, R. (this volume). Advances in scaffolding learning with hypertext and hypermedia: Theoretical, empirical, and design issues. Educational Technology Research & Development, doi: 10.1007/s11423-007-9066-1.
- Jacobson, M. J., Maouri, C., Mishra, P., & Kolar, C. (1996). Learning with hypertext learning environments: Theory, design, and research. Journal of Educational Multimedia and Hypermedia, 5(3/4), 239–281.Google Scholar
- Mayer, R. (2005). Cognitive theory of multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31–48). NY: Cambridge University Press.Google Scholar
- Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego, CA: Academic Press.Google Scholar
- Shapiro, A. (2000). The effect of interactive overviews on the development of conceptual structure in novices learning from hypermedia. Journal of Educational Multimedia & Hypermedia, 9, 57–78.Google Scholar
- Shapiro, A. M. (2005). Site map principle. In R. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 313–324). London, UK: Cambridge University Press.Google Scholar
- Shapiro, A. (this volume). Hypermedia design as learner scaffolding. Educational Technology Research & Development, doi: 10.1007/s11423-007-9063-4.
- Shapiro, A., & Niederhauser, D. (2004). Learning from hypertext: Research issues and findings. In D. H. Jonassen (Ed.), Handbook of research for education communications and technology (2nd ed). Mahwah, NJ: Erlbaum.Google Scholar
- Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L. (1992). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. In T. M. Duffy & D. H. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation (pp. 57–75). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
- Spiro, R. J., & Jehng, J. C. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix & R. Spiro (Eds.), Cognition, education, and multimedia (pp. 163–205). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
- Tergan, S. (1997b). Misleading theoretical assumptions in hypertext/hypermedia research. Journal of Educational Multimedia and Hypermedia, 6(3–4), 257–283.Google Scholar
- VanLehn, K. (1989). Problem solving and cognitive skill acquisition. In M. I. Posner (Ed.), Foundations of cognitive science (pp. 527–579). Cambridge, MA: MIT Press.Google Scholar
- Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 153–189). Mawah, NJ: Erlbaum.Google Scholar
- Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry and Allied Disciplines, 17(2), 89–102.Google Scholar