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Individualizing Instruction in a Web-Based Hypermedia Learning Environment: Nonlinearity, Advance Organizers, and Self-Regulated Learners
Article

, Saginaw Valley Sate University

Journal of Interactive Learning Research Volume 11, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

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.

Citation

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: Association for the Advancement of Computing in Education (AACE). Retrieved February 17, 2019 from .

Keywords

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Cited By

  1. Metacognitive Learning Environment: a semantic perspective

    Matteo Gaeta, Giuseppina Mangione, Francesco Orciuoli & Saverio Salerno, Università degli Studi di Salerno, Italy

    Journal of e-Learning and Knowledge Society Vol. 7, No. 2 (May 31, 2011) pp. 69–80

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