You are here:

Journal of Educational Multimedia and Hypermedia

2001 Volume 10, Number 3

Editors

Gary H. Marks

Search this issue

Table of Contents

Number of articles: 5

  1. Exploring the Practise and Development of Generic Skills Through Web-Based Learning

    Catherine McLoughlin, University of New England, Australia; Ron Oliver, Edith Cowan University

    This article reports on a project that explored the incidental learning achieved through the implementation of a Web-based learning setting. In particular, the study explored the capacity of the... More

    pp. 207-225

  2. Perceived Disorientation and Incidental Learning in a Web-based Environment: Internal and External Factors

    Amy L. Baylor, Florida State University, United States

    In a four-factor MANOVA design, this exploratory study experimentally investigated the influence of navigation mode (linear, nonlinear), distracting links (presence, absence), sensation-seeking... More

    pp. 227-251

  3. Old Paintings, New Technology: Does Instructive Animation Make Sense in Art Education?

    Steffen Werner, University of Idaho, United States

    Multimedia educational products are gaining widespread consumer acceptance. At the same time, many of these products lack a sound theoretical background or instructional quality, and empirical data... More

    pp. 253-272

  4. Dynamic Learning Patterns: Temporal Characteristics Demonstrated by the Learner

    L. Roger Yin, University of Wisconsin-Whitewater, United States

    This article sought to identify learner-demonstrated patterns when undergraduate students were learning to use a computer-based presentation program in a multimedia learning environment without... More

    pp. 273-284

  5. Learning Strategies and Hypermedia Instruction

    Kendall Hartley, University of Nevada, Las Vegas, United States

    Students are frequently being asked to learn from hypermedia. Some characteristics of hypermedia, including the use of multiple media and the increased control over sequence provided to the learner... More

    pp. 285-305