When students use multimedia individually, they have confidential access to health information. If they choose to learn about birth control, abortion, the correct way to use a condom, or how to deal with an alcoholic family member, they have entree to these materials without anyone controlling what they are learning. If they choose to view the material more than once to fully understand the content, they can. Students can acquire information at their own pace, without having to ask personal questions in front of teachers or their peers.

Adding computerized hypermedia makes even more sophisticated learning possible. Hypermedia automatically cross-references archived information, enabling students to do independent research using the original source materials provided, as well as creating video reports which reference video segments. By using hypermedia students can access and organize support material, glossary terms, and background information to support the visual message from the videodiscs. Hypermedia tools make it possible for students to be producers of interactive instruction. Learning by teaching can stimulate student interest, increase comprehension, and improve critical thinking and organizational skills.

There are many possibilities to enhance cooperative learning ( Carlson & Falk, 1989). Students working together on a project teach each other, learn to share, and experience teamwork. Each multimedia product contains numerous suggestions for these types of activities. Students can be trained to use multimedia for peer education. Young people can provide accurate information to their parents, peers, or to younger students. In health education, peer education has been heralded as an important tool for imparting information and providing positive role models.

When students produce their own multimedia presentations, they demonstrate their newly acquired knowledge. The accuracy of the material the students work with can be professional verified. This kind of production-based learning experience can involve the preparation of messages for their peers, younger students, or to take home to their parents, thereby extending learning from school into the home. This facilitates the extension of accurate health information into the home and the community. Students have used videodiscs to work in peer education situations, such as a classroom setting, or in individualized instruction, or in counseling situations. . .

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