Hyperlearning : empirical validation of the 'design for multimedia in learning' model - problems arising and suggested solutions

The instructional effectiveness of the 'design for multimedia in learning' (DML) model for learning critical thinking skills using multimedia is reported. This model has four distinct stages: 1. Brainstorming cooperative group learning using synchronous media; 2. Collaborative lateral thinking learning using asynchronous media; 3. Hypotheses testing collaborative asynchronous media; and 4. Cooperative sharing experiential learning using synchronous media. Signified hypertext links were purposively designed to complement the cooperative or collaborative style for each related stage. Empirical validation examined all the email interactions and individual hyperlearning pathways. Results showed that graduate students and closely guided small groups could complete all four stages. Problems included avoidance and nonengagement with stage 3, seen also in other studies. Solutions are proposed to initiate intrinsic motivations and more closely moderate to relocate cooperative discussions away to a virtual coffee shop and to ensure the interactions in stage 3 are on task and collaborative.