The Effects of Web-Based Instruction Navigation Modes on Undergraduates' Learning Outcomes

Autor/inn/en	Hsu, Yu-Chang; Lin, Huifen; Ching, Yu-Hui; Dwyer, Francis M.
Titel	The Effects of Web-Based Instruction Navigation Modes on Undergraduates' Learning Outcomes
Quelle	In: Educational Technology & Society, 12 (2009) 1, S.271-284 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Undergraduate Students; Instructional Design; Educational Objectives; Web Based Instruction; Instructional Materials; Navigation (Information Systems); Intermode Differences; Design Preferences; Alignment (Education); Hypermedia; Criterion Referenced Tests; Cognitive Style; Comparative Testing; Statistics + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Educational objective; Bildungsziel; Erziehungsziel; Web Based Training; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Design requirements; Gestaltungsmittel; Cognitive styles; Kognitiver Stil; Statistik
Abstract	The purpose of this study was to examine whether matching navigation mode of a learning environment with learners' preferred navigation mode would facilitate their learning in a web environment. Sixty-eight undergraduate students were randomly assigned to treatments (linear vs. nonlinear navigation mode) and received four criterion tests designed to measure different educational objectives immediately after interacting with the instructional material about human heart. The results suggested that matching or mismatching navigation mode of the learning environment with learners' preference did not lead to significant differences in learning outcomes. However, there were significant differences in achievement between groups with different navigation mode preferences. Our findings indicated that students preferring nonlinear navigation had significantly higher achievement scores on higher levels of learning outcomes. Based on the results of the study, we discussed specific recommendations for instructional designers and the issue concerning matching/mismatching navigation modes with learning preferences. (Contains 3 tables and 7 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10