A cognitive model for non-linear learning in hypermedia programmes

In the past decade, hypermedia programmes have gained attraction for the purposes of teaching and learning. These programmes provide students with freedom of navigation. On the other hand, students are required to develop learning paths by themselves. Empirical evidence indicates that not all of learners can benefit from hypermedia learning. In particular, they have problems to deal with non-linear learning. Research into individual differences suggests cognitive styles have significant effects on student learning in hypermedia programmes. In this study, a cognitive model is presented to illustrate how students with different cognitive styles react to non-linear learning within hypermedia programmes by analysing the findings of previous studies. Implications for the design of adaptive hypermedia learning programmes are also discussed. Introduction The use of hypermedia as a learning medium has been attracting much research in the field of educational technology. The basic rationale behind hypermedia is that information can be presented in a non-linear format. Learners can make their ways through such an information-rich and highly interconnected programme in their own selfdirected manner, instead of having to follow passively some form of pre-defined linear access (Farrell and Moore, 2000). In other words, the development of hypermedia programmes provides learners with many opportunities to explore and discover according to their own individual needs. However, the freedom offered by hypermedia learning programmes may come at a price because flexibility increases complexity (Ellis and Kurniawan, 2000). There are problems that are specific to the organisation of hypermedia. Some learners who are 10_Chen 5/8/2002 1:09 pm Page 449