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This paper chronicles the effect of using a hypermedia learning (HL) model for graduate students to learn about hypermedia authoring for the creation of computer based instruction (CBI). The stage-based, learner-centred HL model details how students feel and act in each of the five sequential stages: dependent; interested; involved; engaged; and independent. It also specifies the expected learning outcomes of students and the role of the instructor at each stage. A qualitative research approach was employed, including the use of a follow-up telephone interview and an open-ended written questionnaire, to examine the effects of the model. The findings revealed that through the execution of the HL model, the graduate students reached independence in CBI design by using the selected hypermedia authoring tool, ToolBook.