-
Westland, J.C.: Some conditions for cost efficiency in hypermedia (1998)
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- Abstract
- Models administrative and operating costs surrounding a hypermedia database and determines 7 conditions for the cost justification of hypermedia; higher linking costs proportionately reduce the total number of links implemented; increasing the benefits from using the database increases the total number of links proportionately; increasing database size results in an increase in the total number of links implemented; if the database user learns from the database slowly, then a larger number of links need to be provided: the maximum size of databases which is justified on cost will increase as the average cost of linking each node becomes smaller; the total benefit from usage required in order to cost justify a database will decrease as the average cost of linking each node becomes smaller and the maximum size of database which is cost justified will increase rapidly as the learning rate increases. The learning rate can be increased by construction of links and nodes so that they are maximally informative
- Date
- 7. 3.1999 14:22:45
-
Esichaikul, V.; Smith, R.D.; Madey, G.R.: ¬The impact of learning style on problem-solving performance in a hypertext environment (1994)
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- Abstract
- Experiential learning theory, introduced by Kolb, suggests that people develop different learning styles. A study was conducted to determine whether or not individuals who exhibit certain learning styles are more successful in using a hypermedia problem solving system. The Learning Style Inventory was used to classifiy subjects into 4 groups based on their learning styles: converger, diverger, assimilator, and accomodator. The study found that learning style had an impact on problem solving quality when using the hypermedia system. The preferred learning style in a hypermedia based problem solving environment is the converger. In terms of learning orientation, abstract conceptualizers performed a higher quality of hypertext based problem solving than those who prefer concrete experience
-
Leggett, J.J.; Schnase, J.L.; Kacmar, C.J.: Hypertext for learning (1990)
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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
-
Jonassen, D.H.; Grabinger, R.S.: Problems and issues in designing hypertext/hypermedia for learning (1990)
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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
-
Yang, C.C.; Liu, N.: Web site topic-hierarchy generation based on link structure (2009)
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- Abstract
- Navigating through hyperlinks within a Web site to look for information from one of its Web pages without the support of a site map can be inefficient and ineffective. Although the content of a Web site is usually organized with an inherent structure like a topic hierarchy, which is a directed tree rooted at a Web site's homepage whose vertices and edges correspond to Web pages and hyperlinks, such a topic hierarchy is not always available to the user. In this work, we studied the problem of automatic generation of Web sites' topic hierarchies. We modeled a Web site's link structure as a weighted directed graph and proposed methods for estimating edge weights based on eight types of features and three learning algorithms, namely decision trees, naïve Bayes classifiers, and logistic regression. Three graph algorithms, namely breadth-first search, shortest-path search, and directed minimum-spanning tree, were adapted to generate the topic hierarchy based on the graph model. We have tested the model and algorithms on real Web sites. It is found that the directed minimum-spanning tree algorithm with the decision tree as the weight learning algorithm achieves the highest performance with an average accuracy of 91.9%.
- Date
- 22. 3.2009 12:51:47
-
Jacobson, M.J.: Learning with hypertext learning environments : theory, design, and research (1995)
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- Abstract
- Gives an overview of the cognitive flexibility and situated action theoretical perspectives. Discusses how beliefs learners hold about the nature of learning and the structure of knowledge have been found to influence learning in general and learning with hypertext in particular. Reports on a study into acquisition and transfer of complex knowledge after using a conceptually-indexed hypertext learning environment based on recent theory and research
-
Chen, S.Y.; Macredie, R.D.: Cognitive styles and hypermedia navigation : development of a learning model (2002)
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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
-
Duffy, T.M.; Knuth, R.A.: Hypermedia and instruction : where is the match? (1990)
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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
-
McGuire, E.G.: Knowledge representation and construction in hypermedia environments (1996)
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- Abstract
- Hypermedia information systems, because of their inherent qualities of nonlinearity and associative linking, offer the potential of facilitating enhanced knowledge representation and construction for users. These capabilities will be more fully realized if hypermedia information systems are developed and implemented based on constructivist learning theory. Examines the qualities of hypermedia systems that enable them to facilitate learning, discusses the background of current learning theories and provides a brief view of a possible hypermedia system based on constructivist learning principles that could be developed through the use of intellegent autonomous agents
-
Jacobson, M.J.: Learning with hypertext learning environments : theory, design, and research (1996)
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- Abstract
- Reports on a study into the acquisition and transfer of complex knowledge using a conceptually indexed hypertext learning environment based on recent cognitive theory and research. It employed 2 differently structured hypertext thematic criss-crossing (TCC) treatments, Guided TCC and Learner Selected TCC, that demonstrated interrelationships between abstract conceptual and case specific knowledge components in the hypertext materials. Results suggest that students need explicit modelling and scaffolding support in order to learn complex knowledge from a case-based, conceptually indexed hypertext learning environment
-
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)
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-
Hammond, N.: Tailoring hypertext for the learner (1991)
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- Source
- Cognitive tools for learning. Ed.: P.A. Kommers et al
-
Chen, S.Y.; Ford, N.J.: Modelling user navigation behaviours in a hypermedia-based learning system : an individual differences approach (1998)
0.04
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- Abstract
- The rapid evolution of hypermedia technology makes it possible to access an immense volume of information in an educational setting. This research examines the relationship between individual differences (in particular, cognitive styles) and navigation strategies using a WWW-based hyper-media learning system. The hypermedia learning system was used at Sheffield University's Department of Information Studies. 20 Master students were pre-tested for their cognitive styles. Dependent variables included navigation patterns, selection of navigation tools, and reactions to the hypermedia system. the results indicated that students with differing cognitive styles and individual characteristics selected different access facilities and applied different navigation patterns. The implication of these findings and the role of individual differences in designing hypermedia-based learning systems are discussed
-
Recker, M.M.: Cognitive media types for multimedia information access (1995)
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- Abstract
- Proposes a theoretical framework for organizing information and activities in educational hypermedia systems. Focuses on the content that can be represented within a physical media, rather than the physical media itself. Proposes a theory of cognitive media types based on the inferential and learning processes of human users. Presents an implemented computer system, called AlgoNet, that supports hypermedia information access and constructive learning activities for self paced learning in computer and engineering disciplines
-
Tergan, S.-O.: Misleading theoretical assumptions in hypertext / hypermedia research (1997)
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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
-
Karampiperis, P.; Sampson, D.: Supporting accessible hypermedia in web-based educational systems : defining an accessibility application profile for learning resources (2004)
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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.
-
Creanor, L.; Durndell, H.: Teaching information handling skills with hypertext (1994)
0.03
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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
-
Reed, W.M.; Ayersman, D.J.; Kraus, L.A.: ¬The effects of learning style and task type on hypermedia-based mental models (1997)
0.03
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- Abstract
- Investigates the effects of context-weks versus context-strong tasks and learning style on the citation frequencies and citation percentages of 4 mental models students perceived to be inherent in a hypermedia learning environment. The 4 mental models were semantic networks, concept maps, frames / scripts and schemata. They were further grouped as linear. In study 1 the search participants could cite as many of the 4 mental models as they chose for each of the target commands, features or tools, in study 2 they were limited to citing only one
-
Retterer, O.J.: Learning from a hypertext (1991)
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-
Duchastel, P.C.: Examining cognitive processing in hypermedia usage (1990)
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- Abstract
- As a growing learning technology, hypermedia needs to be examined in terms of the cognitive processes it encourages in users. Descusses the characteristics that circumscribe hypermedia. Presents 2 perspectives on learning from hypermedia: purpose of usage (culture, education, information) and usage context. Describes 4 cognitive processes involved in hypermedia usage: browsing, searching, integrating, and angling (establishing multiple perspectives). Discusses 2 cognitive pitfalls: hyperspace wandering and cohesion deficit
