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HYPERMEDIA VERSUS TRADITIONAL CLASSROOM INSTRUCTION: A LOOK AT THE RESEARCH DESIGNS, METHODS, AND THEORETIC PERSPECTIVES.

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Title: HYPERMEDIA VERSUS TRADITIONAL CLASSROOM INSTRUCTION: A LOOK AT THE RESEARCH DESIGNS, METHODS, AND THEORETIC PERSPECTIVES.
Authors: Bacchus, Colin B.1, Frackson, Mumba1, Chabalengula, Vivien M.1, Bassoppo-Moyo, T. C.1
Source: International Journal of Instructional Media. 2007, Vol. 34 Issue 3, p255-264. 10p.
Subject Terms: *Interactive multimedia, *Instructional systems, *Media programs (Education), *Academic achievement, *Students, *Learning, *Curriculum, *Educational technology, *Teachers
Abstract: This article examined research studies on hypermedia and traditional instructional modes. Each instructional mode was examined from the student achievement perspective. The article also examined the research designs, methods, and theoretical frameworks that were employed to evaluate the two instructional modes. The studies reviewed revealed that hypermedia instructional mode impacted on students' learning more than the traditional instruction mode. However, some studies were not explicit on the designs, methods, theoretical frameworks, and on vice use of longitudinal and short studies. Some recommendations for improving on these elements in future studies have been made. This review of literature has some implications for teacher education, and curriculum development; educational software designs, and the professional development of educators at different levels of education. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This article examined research studies on hypermedia and traditional instructional modes. Each instructional mode was examined from the student achievement perspective. The article also examined the research designs, methods, and theoretical frameworks that were employed to evaluate the two instructional modes. The studies reviewed revealed that hypermedia instructional mode impacted on students' learning more than the traditional instruction mode. However, some studies were not explicit on the designs, methods, theoretical frameworks, and on vice use of longitudinal and short studies. Some recommendations for improving on these elements in future studies have been made. This review of literature has some implications for teacher education, and curriculum development; educational software designs, and the professional development of educators at different levels of education. [ABSTRACT FROM AUTHOR]
ISSN:00921815