Assessing learning from hypertext: An individual differences perspective

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Graff, M. (2003). Assessing learning from hypertext: An individual differences perspective. Journal of Interactive Learning Research, 14(4), 425-438. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/4071.

• Share:
• 
• 
• 
• 
• 
• 

Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 14, Issue 4, October 2003
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JILR

Author

Martin Graff, School of Humanities and Social Sciences, UK

Abstract

From an instructional perspective, it is conceivable that employing an appropriate hypertext architecture should have the advantage of facilitating learning by representing logically the interrelationships between the different pieces of information contained within the hypertext. Furthermore, there would however appear to be a sound theoretical rationale for suggesting that the degree to which hypertext based instructional systems facilitate learning will be contingent on an individual’ s cognitive style. This study aims to investigate whether different hypertext architectures can be matched to an individual’ s cognitive style in order to facilitate learning. Three hypertext architectures, linear, hierarchical and relational were employed, and cognitive style was assessed using the Cognitive Styles Analysis (Riding, 1991). The findings reveal that for certain hypertext architectures learning may be facilitated when the architecture is matched to the cognitive style of the user. The results have implications for the design of web based learning systems.

Keywords

• Social Sciences
• Social Studies
• Cognition

Also Read

• Strategies for teacher professional development on TPACK, Part 2
• Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
• Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
• Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction
• Technological Pedagogical Content Knowledge (TPACK): A Content Analysis of 2006-2009 Print Journal Articles
• E-Learning in the Philippines: Trends, Directions, and Challenges
• PROMOTING COGNITION IN MULTIMEDIA INTERACTIVITY RESEARCH
• Key Design Factors in Durable Instructional Technology Professional Development
• Do Entry Characteristics of Online Learners Affect Their Satisfaction?
• Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology

Tags