#1
Shapiro, A., & Niederhauser, D. (2004). Learning from hypertext: Research issues and findings. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp. 605–620). New York: Macmillan.
Summary: Shapiro and Niederhauser provide an overview of research on hypertext learning environments, focusing on how learners process information in nonlinear, linked text structures. They identify key factors such as prior knowledge, cognitive load, and learner strategies that influence the effectiveness of hypertext as an instructional medium. Their findings highlight both the promise and the challenges of using hypertext, including the potential for increased learner control and flexibility, but also the risk of disorientation and cognitive overload.
Evaluation: The chapter is strong in synthesizing a wide range of early studies on hypertext, making it a foundational resource for understanding how learners interact with nonlinear information. A limitation, however, is that much of the evidence comes from early digital contexts, which may not reflect today’s more sophisticated multimedia learning environments. Still, the discussion of learner characteristics and navigation strategies remains highly relevant to modern hypermedia research.
Reflection: This work connects directly to my research interests in online learning design within my DET program. As a professor using platforms like Canvas and Engageli, I see students facing the same issues described here—navigating multiple links, documents, and modules in ways that can either support or hinder learning. This reading pushes me to think critically about how to design courses that provide learner flexibility without overwhelming them, aligning with my goal of improving student engagement and motivation in technology-enhanced environments.
#2
Azevedo, R., Moos, D., Witherspoon, A., & Chauncey, A. (2010). Measuring cognitive and metacognitive regulatory processes used during hypermedia learning: Issues and challenges. Educational Psychologist, 45(4), 210–222.
Summary: Azevedo and colleagues investigate the complex cognitive and metacognitive processes learners use in hypermedia environments. They highlight the importance of self-regulation, including goal setting, monitoring comprehension, and adjusting strategies while engaging with digital content. The article discusses methodological challenges in accurately capturing these processes, such as reliance on think-aloud protocols, and calls for more sophisticated, real-time assessment methods.
Evaluation: This article makes a significant contribution by emphasizing the intersection of cognitive and metacognitive skills in hypermedia learning. Its strength lies in addressing the methodological hurdles of studying learners in dynamic, nonlinear environments. A limitation is that while the authors stress the importance of metacognitive regulation, they provide fewer practical strategies for fostering it in classrooms.
Reflection: This reading is particularly relevant to my interest in how students self-regulate in online learning contexts. As a DeVry professor, I notice that many students struggle with setting goals or monitoring their progress in online assignments—skills that Azevedo et al. identify as crucial for success. For my DET research, I am interested in how to design prompts, scaffolds, and dashboards that better support students’ metacognitive awareness, helping them become more independent and effective online learners.
#3
Kuiper, E., Volman, M., & Terwel, J. (2005). The Web as an information resource in K–12 education: Strategies for supporting students in searching and processing information. Review of Educational Research, 75(3), 285–328.
Summary: Kuiper, Volman, and Terwel review research on how K–12 students use the Web for information-seeking and learning tasks. They note that while the internet provides vast resources, students often lack the skills to search effectively, evaluate credibility, and process information meaningfully. The authors advocate for instructional strategies that explicitly teach search, evaluation, and synthesis skills, emphasizing the role of teachers in scaffolding these processes.
Evaluation: The article provides a comprehensive review and is valuable in identifying persistent challenges in digital literacy. Its strength lies in connecting theoretical perspectives with practical teaching implications. A limitation is that its focus is primarily on K–12, which may not directly translate to higher education learners, though the identified challenges (e.g., evaluating credibility, synthesizing information) are still relevant across age groups.
Reflection: This work ties closely to my teaching and doctoral goals. Even at the university level, I see students struggle with evaluating sources and synthesizing research into meaningful arguments. This reading reinforces the need to embed digital literacy instruction into my courses at DeVry, not just assuming students have these skills. For my DET focus, I want to explore how instructional technologies can scaffold critical information-processing skills, helping students build stronger academic and professional research competencies.
Tony Kaczoroski 
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