| The purpose of this research study is to determine whether learners employed a search strategy while navigating through an instructional hypermedia program, and if they did, how to describe their strategies. This study also examines the effects of metacognition on search task efficiency within the program. Prior research in the area of learner search strategies in hypermedia was inconclusive; however, several studies on hypermedia usability and learner metacognition provided a framework with which to frame this study.; Participants were fourteen nursing students in a degree program at a large state university in the southwestern United States. The study design called for each participant to accomplish three specific search tasks within a limited period of time. Their activity was observed and videotaped. A "think-aloud" protocol allowed the researcher to capture verbal and visual data from the participants as they navigated through an instructional hypermedia program. Pre-search information surveys provided insights into individual participants' self-perception of computer skills and usage. A post-search interview asked participants to describe their navigation style and strategies in their own words.; Data were analyzed using a grounded theory approach. Results indicated that almost all participants had a self-awareness of using a navigation search strategy, but some participants had a perception of search strategy style that did not agree with observations made by the researcher.; As a result of the study, the researcher developed a Theory of Metacognitive Influences on Search Strategy (MISS) that explained the relationships among the concepts of search strategies, metacognition, and disorientation of learners navigating through an instructional hypermedia program. The MISS Theory proposes these points, among others: (a) search strategies can be categorized as search engine centric, browsing centric, or exploratory; (b) navigation search efficiency can be measured by flow patterns and search times, and searchers can be described as expert, scout, or wanderer, as well as others; (c) the metacognitive elements of organizing, monitoring, and modifying behaviors are mirrored in non-organizing, non-monitoring, and non-modifying behaviors; and (d) high levels of organizing and monitoring behaviors can be associated with high levels of orientation (knowing where one is situated) in a hypermedia environment. |
