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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]
Copyright of International Journal of Instructional Media is the property of Westwood Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: HYPERMEDIA VERSUS TRADITIONAL CLASSROOM INSTRUCTION: A LOOK AT THE RESEARCH DESIGNS, METHODS, AND THEORETIC PERSPECTIVES.
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  Data: *<searchLink fieldCode="DE" term="%22Interactive+multimedia%22">Interactive multimedia</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems%22">Instructional systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Media+programs+%28Education%29%22">Media programs (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink>
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  Data: 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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  Data: <i>Copyright of International Journal of Instructional Media is the property of Westwood Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=26925824
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      – Code: eng
        Text: English
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        StartPage: 255
    Subjects:
      – SubjectFull: Interactive multimedia
        Type: general
      – SubjectFull: Instructional systems
        Type: general
      – SubjectFull: Media programs (Education)
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      – SubjectFull: Academic achievement
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      – SubjectFull: Students
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      – SubjectFull: Learning
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      – SubjectFull: Curriculum
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      – SubjectFull: Educational technology
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      – SubjectFull: Teachers
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      – TitleFull: HYPERMEDIA VERSUS TRADITIONAL CLASSROOM INSTRUCTION: A LOOK AT THE RESEARCH DESIGNS, METHODS, AND THEORETIC PERSPECTIVES.
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            NameFull: Bacchus, Colin B.
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            NameFull: Frackson, Mumba
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            NameFull: Chabalengula, Vivien M.
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              Text: 2007
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