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Journal of Educational Multimedia and Hypermedia

2000 Volume 9, Number 3

Editors

Gary H. Marks

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Table of Contents

Number of articles: 5

  1. The Development and Evaluation of a Multimedia Course on Educational Collaboration

    KERRILEE BROWNELL & MARSHALL WELCH, University of Utah, United States

    This article describes the development, implementation, and evaluation of a multimedia teacher education course on col-laboration employing stand-alone video presentations, CD probes, support... More

    pp. 169-194

  2. Moving from an Instructivist to a Constructivist Multimedia Learning Environment

    Jan Herrington & Peter Standen, Edith Cowan University

    This article describes the transformation of a multimedia pro-gram, designed to teach research skills to business students, from one based on an "instructivist" model to one under-pinned with a... More

    pp. 195-205

  3. HyperDisc: A Hypermedia-Information System for Supporting Advanced Studying Design Rationale, Application, and Some Research Results

    MARTIN LECHNER & SIGMAR-OLAF TERGAN, University of Tuebingen, Germany

    Hypermedia environments have been attributed a high poten-tial for fostering learning. However, a critical review of em-pirical research reveals that many approaches failed to show clear advantages... More

    pp. 207-222

  4. Discourse on Designing an Illustrated Hypermedia Book

    Earl R. Misanchuk & Richard A. Schwier, University of Saskatchewan, Canada; Elizabeth Boling, Indiana University, Canada

    Large-scale hypertext implementations designed to provide information are common enough (especially as websites); however, large-scale instructional equivalents are, at this juncture, rarer. This... More

    pp. 223-251

  5. A Cognitive Load Reduction Approach to Exploratory Learning and Its Application to an Interactive Simulation-Based Learning System

    KINSHUK , REINHARD OPPERMANN & ROSSEN RASHEV, GMD-FIT, Germany; Akihiro Kashihara, I.S.I.R., Osaka Univ., Japan; Helmut Simm, GMD-FIT, Germany

    Exploring domain concepts/knowledge is an effective way of learning particularly for task-oriented disciplines. This ex-ploratory learning is often accompanied by cognitive efforts to develop and... More

    pp. 253-276