A Longitudinal Study on the Effect of Hypermedia on Learning Dimensions, Culture and Teaching Evaluation

Cheng, Yuk Wing and Sudweeks, Fay (2012) A Longitudinal Study on the Effect of Hypermedia on Learning Dimensions, Culture and Teaching Evaluation. In: Proceedings Cultural Attitudes Towards Communication and Technology 2012. Murdoch University, Murdoch, pp. 146-162.

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Abstract

Earlier studies have found the effectiveness of hypermedia systems as learning tools heavily depend on their compatibility with the cognitive processes by which students perceive, understand and learn from complex information sources. Hence, a learner’s cognitive style plays a significant role in determining how much is learned from a hypermedia learning system. A longitudinal study of Australian and Malaysian students was conducted over two semesters in 2008. Five types of predictor variables were investigated with cognitive style: (i) learning dimensions (nonlinear learning, learner control, multiple tools); (ii) culture dimensions (power distance, uncertainty avoidance, individualism/collectivism, masculinity/femininity, long/short term orientation); (iii) evaluation of units; (iv) student demographics; and (v) country in which students studied. This study uses both multiple linear regression and linear mixed effects to model the relationships among the variables. The results from this study support the findings of a cross-sectional study conducted by Lee et al. (2010); in particular, the predictor variables are significant to determine students’ cognitive style.

Item Type: Book Section
Subjects: Cultural Attitudes Towards Communication and Technology, Proceedings > CATaC Conference 2012
Depositing User: Sissi Kemp
Date Deposited: 09 Oct 2012 21:13
Last Modified: 09 Oct 2012 21:13
URI: http://sammelpunkt.philo.at/id/eprint/2144

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