Learning in the Labyrinth: Hypertext and the Changing Roles of Instructor and Learner in Higher Education

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Bayne, S. & Land, R. (2000). Learning in the Labyrinth: Hypertext and the Changing Roles of Instructor and Learner in Higher Education. In J. Bourdeau & R. Heller (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2000 (pp. 100-105). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/16046.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2000
2000
ISBN 1-880094-40-1
  Jacqueline Bourdeau & Rachelle Heller
AACE

More Information on EDMEDIA
Table of Contents

Authors

Sian Bayne, University of Bristol, UK; Ray Land, University of Edinburgh, UK

Abstract

The media through which academic discourses are conducted are rapidly shifting from the printed text and face to face dialogue, to the new electronic forms enabled by web-based hypertext, hypermedia and computer mediated conferencing. These new forms can be seen to embody and make explicit many of the key principles emerging from recent critical theory. Such theory, by radically challenging traditional notions of textual stability and the nature of language, also draw into question the possibility of stable meaning and systems of knowledge, the pursuit of which lie at the basis of traditional, positivist academic thought. This paper draws on such theory to consider not only how, by 'de-stabilising' the academic text, the new educational media are enabling new forms of academic discourse to emerge, but also how such changes in discourse have the potential fundamentally to alter the roles of instructor and learner, and the nature of the academic institution itself.

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