The use of hypermedia in cooperative learning groups composed of students with heterogeneous learning styles

This study compared two methods of using a computer with cooperative learning groups. Hypermedia (HyperCard) and word processing (Microsoft Works) were used on a Macintosh computer by primary aged students to compile information based on a video presentation. Measures of achievement, retention and participation were made. Additionally, an attempt was made to assess learning preferences and compare performance for each of these computer methods with consideration for learning preference. Four main questions were posed: • Does the computer used interactively and non-linearly, as in hypermedia, promote better assimilation of information than using the computer linearly, as in word processing? • Does the computer used interactively and non-linearly, as in hypermedia, promote better retention of information than using the computer linearly, as in word processing? • Does the use of hypermedia in cooperative learning with groups composed of members with heterogeneous learning preferences promote participation more than word processing activities? • Does interactive hypermedia better meet the learning needs of more students than word processing regardless of learning preferences? Data were collected from sixty three primary-aged students from four schools in the Vancouver Lower Mainland area. The same computer-based test was used on students as a pre-test, post-test and retention test. Teachers assessed participation by observing individual students for one minute at random intervals. Participation was reported as an average of the number of seconds out of sixty that students exhibited on-task behavior. A computer-based learning preferences assessment was devised to measure two broad categories of learning preferences based on Howard Gardner's Seven Intelligences. The same assessment was made directly by teachers and alternate classroom workers by dividing students into the two categories of learning preferences based on their observations. Teachers also reported observations of the activities pertaining to quality of interactions, teaching demands and predictions of future learning outcomes after long term use of each method.