Advisor

• Dr. Min Liu

Degree

• Doctoral

Abstract

A shift is occuring in both teaching and learning because students are spending so much more time working with computers. Unfortunately, the advancements in technology are outpacing the advancements in our understanding of the psychological aspects of working with computers. This is a particular problem for instructional psychologists. Researchers do not understand how students interact with computer-learning environments, and as a result we cannot determine which types of instructional design methods and supports could improve the learning process and make it more effective and efficient for students. Thus, there is a tremendous need for applying educational psychology theories to instructional technology research, The purpose of this dissertation study was to investigate the relationship between college students' hypermedia navigation and strategic learning. The study was designed to answer five research questions: (1) Can we identify meaningful clusters of students based on their navigational patterns in a hypermedia learning environment? (2) Are there differences between navigational profile clusters with respect to Students' mean achievement scores? (3) Is there a range of scores with respect to achievement within any of the navigational profile clusters? (4) If so, is the variability in achievement explained by one or more of the Mowing strategic learning variables: prior knowledge, computer literacy, learning strategies, goal orientation, computer anxiety, course instrumentality, and metacognitive self-regulation? (5) Is there an interaction effect between cluster membership and strategic learning in predicting achievement? The results suggest that there are differences in students' hypermedia, navigation and that students' achievement differs with respect to their hypermedia navigation. While further research is necessary, the findings indicate that strategic learning may mediate the relationship between hypermedia navigation and achievement. The research suggests that not all students will automatically use hypermedia programs effectively. This study is a first step in attempting to delineate how individual levels of strategic learning impact the use of computer-learning environments. Future research investigating the nature of strategic learning in hypermedia, enviromments, as well as training and attention to instructional development with respect, to, the design of computer tools and additional features should help students to work more effectively in hypermedia learning environments.