Multimedia Learning with Hypermedia
From Eduwiki
In the chapter, “Multimedia Learning with Hypermedia,” the authors, Andrew Dillon and Jennifer Jobst, introduce the mixed results of and burgeoning yet incomplete research on hypermedia in multimedia learning. The merit of hypermedia is based on the ability of hyperlinks or hypertexts to efficiently bring together various pieces of information and resources. Proponents view hypermedia - hyperlinking, specifically - as resembling the architecture of learners' minds by allowing learners to assemble information in a way that makes sense to them. This freedom to construct information also gives learners control over their learning. These benefits of hypermedia have not substantially equalized learning as much as proponents have hoped for. The authors point out the lack of a coherent theory of hypermedia learning as a major cause. In addition to the lack of formal theories to guide research and instruction, Dillon and Jobst point out inconsistencies in multimedia research. The authors, however, see a clearing in the study of hypermedia instruction research and weigh in on recent, scientifically acceptable and measurable research. They examine research on three of the most relevant aspects of multimedia instruction: design, cognitive learning styles and context. Research on structural forms in hypermedia design such as navigation and advance organizers show measurable results in better use of the multimedia tools. Knowledge and understanding does not necessarily correlate to design, however. But design remains highly important in light of certain types of learners and learning behaviors. In research on various learning styles and attributes of learners such as high domain knowledge and spatial ability have proven to be measurable in light of hypermedia instruction but cognitive learning styles in multimedia learning still remain an area of much more necessary research. Dillon and Jobst unveil that the current research on learning in the hypermedia world has been narrow and needs to be more scientific, systematic and realistic. But, the authors do come away from the research with a few clear and consistent guidelines.
