Relationships Among Hypermedia-Based
Mental Models and Hypermedia Knowledge

David J. Ayersman & W. Michael Reed

222

Mathematical Problem Solving and Computers:
A Study of Learner-Initiated Application of Technology
in a General Problem-Solving Context

Sharon Dugdale, Owen LeGare, James I. Matthews, & Mi-Kyung Ju

239

Interactive Multimedia Design and Production Processes

Min Liu, Colleen Jones, & Susan Hemstreet

254

Categories of Computer Use
and Their Relationships with Attitudes Toward Computers

Anandra Mitra

281

The New Media Centers' Consortium:
A Tool for Legitimizing Technology in Higher Education

David R. Moore & John K. Burton

296

Design for Adoption:
The Development of an Integrated Web-Based Education Environment

Yong Zhao

307

Abstract
Using a 2-study design, this article examines the relationships among students' use of 4 hypermedia-based mental models, their knowledge of hypermedia, and 2 task types. In the first study, students were allowed to cite multiple mental models for each program feature chosen; the second study required the students to choose only 1 of the 4 mental models for each program feature. Because students with more hypermedia knowledge more frequently cited the nonlinear models, the results of this study support a premise that students require experience with hypermedia before nonlinear information structures can be fully utilized. Additionally, instructional decisions to vary the context of student exercises are supported because students differentially apply the 4 models depending on the context of the exercise and understanding all 4 models thought to provide a better understanding of hypermedia design.

Abstract
Recent literature about educational reform has emphasized problem solving as a focus of school mathematics. In particular, problem solving has been characterized as a nonroutine activity in which students develop their own approaches to problems, select their own tools, and pursue investigations of their own design. Although there is abundant evidence that technology is used productively for mathematical problem solving, there are relatively few reports of spontaneous, learner-initiated use of technology as one of many options for approaching a problem. As with other problem-solving techniques, it is important for students to be able to (a) recognize when computer-based solution methods are appropriate, (b) select from a variety of software tools applicable to a given problem situation, and (c) combine a variety of appropriate technological and nontechnological tools to investigate different aspects of a problem. This article reports work with K-12 teachers to establish a learning environment that allows students to use technology spontaneously and appropriately for mathematical problem solving in a context in which problems were selected without regard to their suitability for solution with any particular technological or nontechnological tool. As participants gained experience judging when and how to take advantage of computer investigation methods during a 15-day institute, they showed an increasing number of learner-initiated applications of technology to mathematical investigation and problem solving, increasingly active involvement in those investigations, and increasingly effective computer use.

Abstract
The purpose of this study was to provide information on the multimedia design and development process used by the practitioners in the field. It sought to inform students who wish to pursue a career in multimedia of the skills and knowledge needed and instructors who teach multimedia related courses of the process employed by practitioners so as to help better prepare students for the job market. Extensive interviews were conducted with the experienced multimedia developers who assumed various roles and were involved in developing multimedia educational materials. The findings of the study were presented through the following aspects: (1) how the multimedia production process works, (2) the roles and responsibilities of people who work in the field, (3) the factors contributing to successful multimedia development, (4) tips and techniques in multimedia development offered by practitioners, and (5) the popular hardware and software used. Implications of the findings and suggestions for how students should prepare themselves to enter the multimedia field were also discussed.

Abstract
A comprehensive questionnaire consisting of attitude and use items was administered to the entire student body of a 4-year undergraduate university. A response rate of 38% resulted in 1,444 completed surveys. A principal component factor analysis supported the a priori assumption that there were 5 independent categories of computer use. Respondents indicated different levels of computer use. Word processing was the application used most frequently. Other uses included e-mail for task and nontask activities and mathematical and statistical computations. Moreover, significant differences were observed between the mean attitudes of the low and high users of all the different categories of use. Respondents who reported higher use of computers indicated a more positive attitude toward computers on all the different attitude scales. Finally, significant correlations were observed between the attitude items and the categories of use. The results suggest that computers are used for several different activities and the level of use is related to attitudes toward computers.

Abstract
This article reports a portion of a large ethnographic study that examined one facility associated with the New Media Centers' consortium. The New Media Centers' consortium consists of technology companies and academic institutions that have joined together in an effort to create innovative multimedia facilities on college campuses across the country and beyond. The article suggests that the facility, and its unique association with the national consortium, was used as a tool for change. This article encourages readers to evaluate the role technology in higher education, and to develop an understanding of how that role is legitimized.

Abstract
The Internet, and particularly the World Wide Web, has been hailed as having the potential to transform teaching and learning. However, technological possibilities do not automatically transfer into more effective teaching and learning. Instead it takes a deliberate and careful design to integrate technology into education. This article examines the systematic design of a Web-based education environment that draws on social, cognitive, and technological resources to improve teaching and learning. This environment, eWeb, is intended to support a wide variety of educational activities in a range of organizational and theoretical contexts over the Internet. The goals and design principles of eWeb are discussed with an emphasis placed on creating applications that promote widespread adoption and new ways of teaching and learning.