Indications of Learning-Processs in a Hypertext Environment

Forrester, Michael A. (1995) Indications of Learning-Processs in a Hypertext Environment. Innovations in Education and Training International, 32 (3). pp. 256-268. ISSN 1355-8005. (The full text of this publication is not available from this repository)

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Official URL
http://dx.doi.org/10.1080/1355800950320308

Abstract

Assertions regarding the benefits of hypermedia learning are becoming commonplace. In order to examine aspects of the learning process, this experimental study compared hypertext courseware and lecture-based teaching. Students learning FORTRAN were randomly assigned to either (a) a hypertext group using FORTRAN in an X-windows environment, (b) a lecture only group, or (c) a hypertext plus lectures group. In addition to questionnaire information, logging data were collected on session access and use. Results indicate that learning in a hypertext environment is similar to the traditional lecture course, although students prefer hypertext-based learning. Using a 'hyper-entrail' analysis, profiles of individual students highlighted different styles of learning (eg, exploratory, repetitive, continuous). The results discuss investigating learning in hypertext environments leading to the suggestion that hyper-entrail analysis provides a key source of user defined information, central for successful iterative hypertext courseware development.

Item Type: Article
Subjects: L Education > L Education (General)
Divisions: Faculties > Humanities > School of English
Depositing User: P. Ogbuji
Date Deposited: 02 Jun 2009 09:30
Last Modified: 28 Apr 2014 10:02
Resource URI: http://kar.kent.ac.uk/id/eprint/19527 (The current URI for this page, for reference purposes)
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