ERIC Number: ED412925
Record Type: Non-Journal
Publication Date: 1996-Jun-1
Reference Count: N/A
A Critical Analysis of Hypermedia and Virtual Learning Environments.
Oliver, Kevin M.
The use of hypermedia in education is supported by cognitive flexibility theory which indicates transfer of knowledge to real-world settings is improved when that material is learned in a case-based, associative network emphasizing complexity and links to related information. Hypermedia is further assumed to benefit education, because it resembles models of human memory storage as schemata and mental models. Research on hypermedia has been conducted and influenced its design in the area of links, nodes, navigation, tasks and goals supported, learner differences, and learner control. Despite advances in understanding this technology, it continues to emerge and change, forcing educators to consider new forms of hyper technology such as virtual learning environments. It is argued that virtual learning environments possess substantial new features that improve upon traditional hypermedia. Benefits of emerging virtual learning environments include new metaphors for navigation, better opportunities for knowledge construction, and better opportunities for knowledge transfer. However, future research is called for to more fully understand the potential impact of these features. An analysis of research and theoretical literature in both traditional hypermedia and virtual learning environments is discussed. (Contains 55 references.) (Author/SWC)
Descriptors: Case Studies, Cognitive Development, Computer Assisted Instruction, Constructivism (Learning), Educational Environment, Educational Media, Higher Education, Hypermedia, Information Networks, Internet, Learner Controlled Instruction, Learning Processes, Multimedia Instruction, Multimedia Materials, Technological Advancement, Thinking Skills
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A