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 currently available from this repository. You may be able to access a copy if URLs are provided)
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.
|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:||https://kar.kent.ac.uk/id/eprint/19527 (The current URI for this page, for reference purposes)|