Search (10 results, page 1 of 1)

  • × language_ss:"e"
  • × theme_ss:"Computer Based Training"
  • × theme_ss:"Hypertext"
  1. Tergan, S.-O.: Misleading theoretical assumptions in hypertext / hypermedia research (1997) 0.01 
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    Abstract
    Outlines and reviews basic theoretical assumptions of research on learning with hypertext and hypermedia. Focuses on whether the results of research on hypertext / hypermedia-based learning support these assumptions. Results of empirical studies as well as a theoretical analysis reveal that many research approaches have been misled by inappropriate theoretical assumptions on the potential of structural and functional features of hypertext / hypermedia to support learning. Discusses theoretical shortcomings and outlines future research
  2. Ramaiah, C.K.: Is hypertext a more flexible tool for education? (1992) 0.01 
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    Abstract
    Reviews briefly hypertext techniques in information handling and retrieval and defines its salient features. Focuses on its strengths and weaknesses as a teaching tool and its potential impact on education
  3. Duffy, T.M.; Knuth, R.A.: Hypermedia and instruction : where is the match? (1990) 0.01 
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    Source
    Designing hypermedia for learning. NATO advanced research workshop on designing hypertext/hypermedia for learning, Rottenburg, 3.-8.7.1989. Proceedings. Ed.: D.H. Jonassen u. H. Mandl
  4. Leggett, J.J.; Schnase, J.L.; Kacmar, C.J.: Hypertext for learning (1990) 0.01 
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    Source
    Designing hypermedia for learning. NATO advanced research workshop on designing hypertext/hypermedia for learning, Rottenburg, 3.-8.7.1989. Proceedings. Ed.: D.H. Jonassen u. H. Mandl
  5. Jonassen, D.H.; Grabinger, R.S.: Problems and issues in designing hypertext/hypermedia for learning (1990) 0.01 
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    Source
    Designing hypermedia for learning. NATO advanced research workshop on designing hypertext/hypermedia for learning, Rottenburg, 3.-8.7.1989. Proceedings. Ed.: D.H. Jonassen u. H. Mandl
  6. Designing hypermedia for learning : proceedings of the NATO Advanced Research Workshop on Designing Hypertext/Hypermedia for Learning held in Rottenburg/Neckar, FRG, July 3-8, 1989 (1990) 0.01 
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  7. Large, A.: Hypertext instructional programs and learner control : a research review (1996) 0.01 
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    Abstract
    Hypertext provides a flexible environment in which to explore information. This makes it suitable for use with instructional software where students can exchange a linear progression for a more individualised exploration of the material. When designing instructional hypertext prgrammes, decisions must be taken on the degree of learner control rather than programme control. Learner control gives to the individual learner a control over the learning strategy; programme control imposes upon the learner, to some degree at least, that strategy. Discusses the arguments for and against learner control of hypertext environments in an instructional context and reviews the research evidence on learner control
  8. Henze, N.; Nejdl, W.: ¬A logical characterization of adaptive educational hypermedia (2004) 0.01 
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    Abstract
    Currently, adaptive educational hypermedia systems (AEHSs) are described using nonuniform methods, depending on the specific view of the system, the application, or other parameters. There is no common language for expressing the functionality of AEHSs, hence these systems are difficult to compare and analyze. In this paper we investigate how a logical description can be employed to characterize adaptive educational hypermedia. We propose a definition of AEHSs based on first-order logic, characterize some AEHSs resulting from this formalism, and discuss the applicability of this approach.
  9. Picking, R.: ¬A comparative study of computer-based document manipulation techniques (1994) 0.01 
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    Abstract
    Techniques to aid the manipulation of a computer based document were tested by a group of 38 novice users. The subjects were given a period of time to browse the document, and were subsequently given a set of goal related tasks in a questionnaire/answer session. The techniques tested were sequential paging, index referral, text fins and embedded hypertext links. 3 differing types of link mechansms were assessed and compared with each other. Sequential paging and index referral were the most commonly used of the techniques. Text find was employed more for goal related tasks than for browsing. The hypertext link technique was generally unpopular, especially for goal related tasks. In order to establish the importance of the text find technique, the effect on reading strategies without this facility was also investigated. For browsing operations, an increase in paging and decrease in hypertext linking was observed. In the case of goal directed searching, an increase was observed in paging and index referral techniques. The study calls into question the usefulness of hypertext in educational software
  10. Chen, S.Y.; Macredie, R.D.: Cognitive styles and hypermedia navigation : development of a learning model (2002) 0.01 
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    Abstract
    There has been an increased growth in the use of hypermedia to deliver learning and teaching material. However, much remains to be learned about how different learners perceive such systems. Therefore, it is essential to build robust learning models to illustrate how hypermedia features are experienced by different learners. Research into individual differences suggests cognitive styles have a significant effect on student learning in hypermedia systems. In particular, Witkin's Field Dependence has been extensively examined in previous studies. This article reviews the published findings from empirical studies of hypermedia learning. Specifically, the review classifies the research into five themes: nonlinear learning, learner control, navigation in hyperspace, matching and mismatching, and learning effectiveness. A learning model, developed from an analysis of findings of the previous studies, is presented. Finally, implications for the design of hypermedia learning systems are discussed

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