The Impact of Group v Individual Use of Hypermedia-Based Instruction

Abstract

Students enrolled in an undergraduate introductory special educationclass were provided the option of supplementing traditional reading/lectureinstruction with an interactive multimedia program to determine if individual orpaired use of the program produced greater learning than those who received nosupplemental instruction. Learners who worked cooperatively in pairs achievedhigher achievement scores on a criterion-referenced test than those who workedindividually with the hypermedia program or the control group. Implications for theuse of hypermedia instructional programs with novice learners are presented.