Orienting Tasks to Enable Hypertext Learning

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Gall, J. (2000). Orienting Tasks to Enable Hypertext Learning. In J. Bourdeau & R. Heller (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2000 (pp. 1343-1344). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/16285.

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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

Author

James Gall, University of Northern Colorado, USA

Abstract

This paper is a report on the findings of a study conducted with a hypertext learning system used in a sophomore history class. The participants were given an orienting task (browsing, searching, connecting) to guide their use of the system. The connecters performed the best on conceptual understanding of the material, followed by the searchers with the browsers performing the worst. A number of en-route indicators also showed similiar patterns of access by all three groups, including access to articles directly related to items of the posttest measures. Connecters also reported the highest levels of database utility for completing their task and the posttest. These findings demonstrate positive effects for both learning and attitudes when students are given a conceptual orienting task in the use of a hypertext system.

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