Search (11 results, page 1 of 1)

  • × theme_ss:"Computer Based Training"
  • × theme_ss:"Hypertext"
  1. Hammond, N.: Tailoring hypertext for the learner (1991) 0.00 
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  2. Duffy, T.M.; Knuth, R.A.: Hypermedia and instruction : where is the match? (1990) 0.00 
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  3. Leggett, J.J.; Schnase, J.L.; Kacmar, C.J.: Hypertext for learning (1990) 0.00 
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  4. Jonassen, D.H.; Grabinger, R.S.: Problems and issues in designing hypertext/hypermedia for learning (1990) 0.00 
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  5. 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
  6. 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
  7. 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
    Source
    Education for information. 14(1996) no.2, S.95-106
  8. 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.
    Source
    Journal of the American Society for Information Science and technology. 55(2004) no.5, S.414-430
  9. 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
  10. 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
  11. Chen, S.Y.; Macredie, R.D.: Cognitive styles and hypermedia navigation : development of a learning model (2002) 0.00 
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    Source
    Journal of the American Society for Information Science and technology. 53(2002) no.1, S.3-15

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