Search (17 results, page 1 of 1)

  • × theme_ss:"Computer Based Training"
  • × theme_ss:"Hypertext"
  1. Large, A.: Hypertext instructional programs and learner control : a research review (1996) 0.00 
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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
    Type
    a
  2. Search, P.: HyperGlyphs: using design and language to define hypermedia navigation (1993) 0.00 
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    Abstract
    Describes a method for navigating and learning from a complex, content-based hypermedia system. Employs HyperGlyphs a semiotically-relevant graphics for depicting information in the knowledge base. The interface in any system needs to rationally support the task being performed by providng access to system functionality in a logical simple way
    Type
    a
  3. Ramaiah, C.K.: Is hypertext a more flexible tool for education? (1992) 0.00 
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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
    Type
    a
  4. Picking, R.: ¬A comparative study of computer-based document manipulation techniques (1994) 0.00 
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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
    Type
    a
  5. Melucci, M.: Making digital libraries effective : automatic generation of links for similarity search across hyper-textbooks (2004) 0.00 
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    Abstract
    Textbooks are more available in electronic format now than in the past. Because textbooks are typically large, the end user needs effective tools to rapidly access information encapsulated in textbooks stored in digital libraries. Statistical similarity-based links among hypertextbooks are a means to provide those tools. In this paper, the design and the implementation of a tool that generates networks of links within and across hypertextbooks through a completely automatic and unsupervised procedure is described. The design is based an statistical techniques. The overall methodology is presented together with the results of a case study reached through a working prototype that shows that connecting hyper-textbooks is an efficient way to provide an effective retrieval capability.
    Type
    a
  6. Hammond, N.: Tailoring hypertext for the learner (1991) 0.00 
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  7. Henze, N.; Nejdl, W.: ¬A logical characterization of adaptive educational hypermedia (2004) 0.00 
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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.
    Type
    a
  8. Creanor, L.; Durndell, H.; Primrose, C.: Library and study skills using hypertext : the TILT experience (1996) 0.00 
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    Abstract
    When the Glasgow University Teaching with Independent Learning Technologies (TILT) project began in Jan 1993, its main aim was to demonstrate how IT could be successfully incorporated into university teaching within a single institution. 4 years later, TILT has demonstrated its value in many areas, particularly in library and study skills. More than 130 institutions both in the UK and overseas are now using the 5 hypertext information skills modules as a resource in their undergraduate teaching, and detailed evaluations of their effectiveness have been carried out. Discusses the development and evaluation of the courseware and details its transformation from Guide through Toolbook to WWW
    Type
    a
  9. Duffy, T.M.; Knuth, R.A.: Hypermedia and instruction : where is the match? (1990) 0.00 
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  10. Leggett, J.J.; Schnase, J.L.; Kacmar, C.J.: Hypertext for learning (1990) 0.00 
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  11. Jonassen, D.H.; Grabinger, R.S.: Problems and issues in designing hypertext/hypermedia for learning (1990) 0.00 
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  12. Chen, S.Y.; Macredie, R.D.: Cognitive styles and hypermedia navigation : development of a learning model (2002) 0.00 
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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
    Type
    a
  13. Karampiperis, P.; Sampson, D.: Supporting accessible hypermedia in web-based educational systems : defining an accessibility application profile for learning resources (2004) 0.00 
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    Abstract
    The design and development of web-based educational systems for people with special abilities have recently attracted the attention of the research community. However, although a number of systems that claim to meet accessibility needs and preferences are proposed, most of them are typically supported by hypermedia and multimedia educational content that is specially designed for the user targeted group. Such approaches prevent their user groups (both learners and their tutors) from accessing other available resources. Therefore, it is important to be able to built generic e-learning systems that would allow the reuse of existing learning resources in different accessibility demanding applications. To this end, in this article we propose a methodology for defining an accessibility application profile that captures the accessibility properties of learning objects in a standard form and we examine its application to the IEEE Learning Object Metadata (LOM) standard.
    Type
    a
  14. Angelides, M.C.: Developing hybrid intelligent tutoring and hypertext systems (1995) 0.00 
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    Abstract
    Presents an alternative paradigm to the traditional Knowlegde Based Expert System Paradigm for developing a full-scale Intelligent Tutoring System (ITS). This alternative paradigm integrates Minsky's Frames with hypertext and has been successfully deployed in the development of PEDRO, an ITS for foreign language learning, SONATA, an ITS for music theory learning and INTUITION, an ITS for gaming-simulation
    Type
    a
  15. Tergan, S.-O.: Misleading theoretical assumptions in hypertext / hypermedia research (1997) 0.00 
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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
    Type
    a
  16. Creanor, L.; Durndell, H.: Teaching information handling skills with hypertext (1994) 0.00 
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    Abstract
    This paper describes the development and content of four Computer Assisted Learning packages designed to teach information skills to higher education students. The areas covered include database searching and library search skills. Educational aspects of using hypertext and hypermedia for learning are discussed along with development issues and a description is given of the staff costs involved. The main source of external funding was the Higher Education Funding Councils' Teaching and Learning Technology Programme
    Type
    a
  17. Theyßen, H.; Vierschilling, N.: Entwicklung einer hypermedialen Lernumgebung für die naturwissenschaftliche Nebenfachausbildung : Ein gemeinsames DFG-Projekt der Physikalischen Grundpraktika der Heinrich-Heine Universität und der Universitäts- und Landesbibliothek Düsseldorf (2001) 0.00 
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    Type
    a

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