A framework for the study of hypertext

Gall, James; Hannafin, Michael J.

doi:10.1007/bf00892243

Cited by 81 publications

(47 citation statements)

References 24 publications

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“…As in the objectivistic tradition, where developments were followed and encouraged by the computer based learning environments, such as programmed instruction, tutorials, and drill and practice programs (Alessi & Trollip, 1985), also within the constructivistic approach we find computer learning environments that help to advance developments. Examples are hypertext environments (see e.g., Gall & Hannafin, 1994), concept mapping environments (see e.g., Novak & Wandersee, 1990), simulations (De Jong, 1991;Reigeluth & Schwartz, 1989), and modeling environments (e.g., diSessa & Abelson, 1986;Riley, 1990;Smith, 1986).…”

Section: Simulations Of Conceptual Domainsmentioning

confidence: 99%

Scientific Discovery Learning with Computer Simulations of Conceptual Domains

Jong

Joolingen

1998

Review of Educational Research

1,024

383

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Scientific discovery learning is a highly self-directed and constructivistic form of learning. A computer simulation is a type of computer-based environment that is very suited for discovery learning, the main task of the learner being to infer, through experimentation, characteristics of the model underlying the simulation. In this article we give a review of the observed effectiveness and efficiency of discovery learning in simulation environments together with problems that learners may encounter in discovery learning, and we discuss how simulations may be combined with instructional support in order to overcome these problems.

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Section: Simulations Of Conceptual Domainsmentioning

confidence: 99%

Scientific Discovery Learning with Computer Simulations of Conceptual Domains

Jong

Joolingen

1998

Review of Educational Research

1,024

383

View full text Add to dashboard Cite

show abstract

“…Students who are familiar with traditional classroom environments were reported to have difficulty in managing different delivery methods (Gall & Hannafin, 1994). Although some may argue that self-efficacy beliefs towards learning in a technology-mediated environment may have a direct influence on learning outcomes, evidence from previous TML studies did not find support for the relationship.…”

Section: H2a: In a Virtual World-based Learning Environment Learningmentioning

confidence: 93%

Virtual World-Based Information Security Learning: Design and Evaluation

Ryoo¹,

Lee²,

Techatassanasoontorn³

2016

Journal of Information Science Theory and Practice

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“…This is both an asset and a drawback to hypertext. The availability of multiple sources and links could distract readers from the actual text and purpose (Gall and Hannafin, 1994;Jonassen and Reeves, 1996;Dias and Sousa, 1997;Kyaw and Boldyreff, 1998;Chou and Lin, 1998;Jonassen and Grabinger, 1999;Sala, 2000;Alessi and Trollip, 2001;Sala, 2002;Lee and Tedder, 2003;Chen and Dwyer, 2003;Çakmak and Altun, 2008).…”

Section: Introductionmentioning

confidence: 99%

Effect of hypertextual reading on academic success and comprehension skills

Durukan¹

2014

Educ. Res. Rev.

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As computer technology developed, hypertexts emerged as an influential environment for developing language skills. This study aims to evaluate a text prepared in a hypertextual environment and its effects on academic success and comprehension skills. In this study, "preliminary test final test control group experimental pattern" was used as the experimental model. The study group is comprised of 61 students in the 8 th grade of primary education. The data of the present study were collected using the "Success Test for Understanding What You Listen to/Read (STULR)" (Cronbach Alpha=0,83), prepared by the researchers; and analyzed using the SPSS 16 software. In this study, results indicate that hypertextual reading is more effective in terms of developing students' comprehension skills, compared to traditional education.

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A framework for the study of hypertext

Cited by 81 publications

References 24 publications

Scientific Discovery Learning with Computer Simulations of Conceptual Domains

Scientific Discovery Learning with Computer Simulations of Conceptual Domains

Virtual World-Based Information Security Learning: Design and Evaluation

Effect of hypertextual reading on academic success and comprehension skills

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