Date of Graduation

1996

Document Type

Dissertation/Thesis

Abstract

This study looked at (1) the effects of a case-based hypermedia system designed to educate graduate-degree candidates on the process of meeting the needs of students with emotional and behavioral disabilities and (2) the effect of learning styles on this process. It also looked at a series of relationships between (1) prior experience and total time using the hypermedia environment, (2) student-generated reports in the hypermedia system and scores on a knowledge instrument measuring behavior disorders, (3) prior computer experiences of the user and type of navigation of the user, (4) type of navigational patterns and user knowledge of behavior disorders, and (5) user learning styles and total time spent using the system. Reported results included a significant effect of the case-based hypermedia program on behavior disorders knowledge acquisition, a significant decrease in the number of fourth level concepts in the post concept maps, a significant positive relationship between prior experience with hypermedia and time spent within the program, and a significant positive relationship between the student-generated reports and post knowledge scores. Further results indicated a significant positive relationship between prior experience with hypermedia and the amount of nonlinear steps taken during navigation, a significant positive relationship between prior experience with content-area software and the percentage of nonlinear navigation within the program, a significant positive relationship between prior experience with using hypermedia and the percentage of nonlinear navigation within the program, and a significant relationship between nonlinear steps and the pre knowledge scores. There were no slgnlficant effects of learning style on knowledge and on the total time spent using the hypermedia program. The findings in this study suggest that learning environments designed through sound instructional principles, such as cognitive flexibility theory, can allow learners to construct knowledge structures concerning specific content areas. The main themes throughout this study were the use of interactive, meaningful learning experiences which allow the learner to engage in the learning and application of information and the knowledge and experiences which the learner brings when learning within a hypermedia environment.

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