ERIC Number: ED392439
Record Type: RIE
Publication Date: 1995
Reference Count: N/A
Learner Control, Cognitive Processes, and Hypertext Learning Environments.
This qualitative study investigates the nature of the cognitive processes learners use in HyperCard environments: whether students' cognitive processes differ in learner-controlled versus program-controlled environments, and how much students learn in each. Participants were 20 undergraduate students in the college of education at a large southwestern university who were novices at using HyperCard. No overall dramatic differences between the learner- and program-controlled groups were found for cognitive processes in hypertext learning environments. The type of environment did not appear to correlate with appreciable differences in learners' cognitive processes. Ability differences, however, were found to be significant. The results of this study support previous findings that learner-controlled versions of hypertextual materials may be inappropriate for low ability students. Qualitative participant differences (i.e. interests, preferences) were also found to be meaningful, regardless of learning environment differences. (Contains 34 references.) (Author/AEF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: "Emerging Technologies, Lifelong Learning, NECC '95"; see IR 017 705.