Journal ArticleDOI
Effects of a Hypertext Computer Program on Academic Performance in a Special Education Course for Nonmajors
TLDR
In this paper, the effect of a computer-based hypertext program on academic achievement and problem-solving was examined in an introductory course in special education for non-majors.Abstract:
Two hundred and twelve undergraduate and graduate students enrolled in an introductory course in special education for nonmajors were used to examine the effect of a computer-based hypertext program on academic achievement and problem-solving. Students were assigned to one of three research groups including an experimental group (hypertext-based instructional program), a comparison group (linear drill-practice computer assisted instruction), and a control group. While posttest scores were significantly higher than pretest scores, analysis of covariance procedures found no significant differences on academic achievement or problem-solving ability for participants in the three groups. In contrast, significant differences were found in participants' perceptions toward the hypertext and drill-practice comparison programs. Students were more comfortable and preferred the structure and linear style of the drill-practice method to the more flexible nonlinear style of the hypertext prototype. Implications for pra...read more
Citations
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Journal ArticleDOI
Reviewing the Research on Hypermedia-Based Learning
TL;DR: This article synthesizes the research on hypermedia-based instruction while providing a meaningful framework for categorizing the research to date, and examines research relating to individual differences, atttiudinal measures, systems analysis, and performance.
Journal Article
Effects of hypermedia on students' achievement: a meta-analysis
TL;DR: A meta-analysis was performed to synthesize existing research comparing the effects of hypermedia verse non-hypermedia instruction (e.g., CAI, text, traditional, videotape instruction) on students' achievement as discussed by the authors.
Journal ArticleDOI
Effects of Hypermedia Versus Traditional Instruction on Students’ Achievement
TL;DR: The effects of using hypermedia in instruction are positive when compared to the effects of traditional instruction, and classroom teachers are provided with accumulated research-based evidence for positive out-comes of using technology in instruction.
Journal ArticleDOI
Effects of Overviews and Computer Experience on Learning from Hypertext
TL;DR: Results indicated that participants with high computer experience learned more from the hypertext program than those with low computer experience, and overview mode did not influence achievement.
Journal ArticleDOI
Designing a Hypermedia Tool for Learning about Children's Mathematical Cognition:
TL;DR: This work compared learning in text and hypermedia environments by employing a novel single-subject methodology that afforded an economical means of assessment and indicated that participants learned significantly faster using the hypermedia system than they did using text-based materials.
References
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Cognitive Flexibility Theory: Advanced Knowledge Acquisition in Ill-Structured Domains. Technical Report No. 441.
TL;DR: A theoretical orientation for more successful advanced knowledge acquisition in ill-structured domains, cognitive flexibility theory is sketched, which emphasizes the use of multiple mental and pedagogical representations and the need for participatory learning, tutorial guidance, and adjunct support for aiding the management of complexity.
Book ChapterDOI
Cognitive Flexibility and Hypertext: Theory and Technology for the Nonlinear and Multidimensional Traversal of Complex Subject Matter
Rand J. Spiro,Jihn Chang Jehng +1 more
TL;DR: In this article, a unified theoretical approach to nonlinear and multidimensional learning and instruction with random access media is presented. But, as content increases in complexity and ill-structuredness, increasingly greater amounts of important information are lost with linear approaches and the unidimenionality of organization that typically accompanies them.
Journal ArticleDOI
Hypertext Learning Environments, Cognitive Flexibility, and the Transfer of Complex Knowledge: An Empirical Investigation:
TL;DR: In this article, the use of hypertext systems for learning complex knowledge has been attracting recent attention, but we currently have poor theoretical and research perspectives from which to understand speci...
Knowledge acquisition for application : cognitive flexibility and transfer in complex content domains
TL;DR: It is argued that knowledge transfer in complex and ill-structured domains is centrally dependent upon "cognitive flexibility," and a nonlinear system of learning and instruction that promotes these requisite features of cognitive flexibility is presented.