ERIC Number: ED387076
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
Hypertextes pour apprendre (Hypertext for Learning).
Hypertext can be characterized as an electronic system that works by association rather than indexing, and furnishes information in a dynamic, nonsequential manner that does not limit the content by structure or organization. A more technical definition specifies that hypertext is a technique for organizing information in a complex manner that facilitates rapid exploration of a large field of knowledge. In such a system, the various units of knowledge are stored in a network of nodes which are connected to one another by various links that enable users to select the texts they wish to consult and search for related and complementary information. Hypertext induces new modes of reading, and thus new modes of representation and of thought. Hypertexts in teaching offer the advantages of providing for interactivity in the search for information and timely access to relevant documents; enabling nonlinear reading; allowing the management of internal references as well as referencing between documents; presenting information in a modular form; facilitating searches for information by linking nodes; and providing a dynamic structure that permits reorganization of materials. Disadvantages include the possibility of confusion in returning to the menu or in retracing the steps in a search, and the potential for information overload. The basic principles of computer-assisted instruction (CAI) include the capability of adapting materials for the individual learner; giving the teacher or learner the option to choose, adapt, or correct materials; and the active involvement of the student in learning. Hypertext can serve as a support for learning as it demands intense research activity which permits the generation (and validation or not) of hypotheses. It offers a model of knowledge that leads the student to construct his own model and network of knowledge, and provides access to potential virtual worlds. Hypertext can also play a role in cooperative learning through its flexibility in managing information that is to be shared among several users. It may be selected to complement the objectives of CAI projects. It enables the integration of diverse structures for research or the personalization of the navigation system for the type of user. Educators must be aware, however, that although hypertext is regarded as a metaphor for the human memory, it is not a universal solution. A discussion (in English) of electronic books in hypertext format is appended; 12 notes and 8 sub-notes are provided. Contains 36 references, of which 30 are in French and 6 in English. (BBM)
Descriptors: Computer Assisted Instruction, Educational Strategies, Foreign Countries, Hypermedia, Individualized Instruction, Information Retrieval, Knowledge Representation, Media Research, Navigation (Information Systems)
Institut Romand de Recherches et de Documentation Pedagogiques, Secteur Documentation, Fbg de l'Hopital 43, Case postale 54, CH 2007 Neuchatel 7, Switzerland (6 Swiss francs plus postage).
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: Institut Romand de Recherches et de Documentation Pedagogiques, Neuchatel (Switzerland).