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ERIC Number: ED416439
Record Type: RIE
Publication Date: 1997-May
Assessing the Impact of Hypertext on Learners' Architecture of Literacy Learning Spaces in Different Disciplines: Follow-Up Studies.
Tierney, Robert J.; Kieffer, Ron; Whalin, Kathleen; Desai, Laurie; Moss, Antonia Gale; Harris, Jo Ellen; Hopper, John
Reading Online, 1998
Two studies (which followed up a 4-year longitudinal study) examined the impact of hypertext on students' learning in science and English classes. The first study compared the impact of HyperCard stacks and regular textbook presentations of ideas in biology on ninth-grade students assigned to study these materials. Students in the second study, 10 ninth- or tenth-grade students, developed their own HyperCard stacks and regular texts for projects in science and English courses. Data included interviews, videotaped observations of project development, and outcome and process measures. Results indicated that (1) students suggested that the hypertext offered alternatives to standard print texts; (2) students considered HyperCard projects more interesting than conventional texts and assignments; (3) HyperCard texts create by students contained more main ideas, enlisted more illustrations, were more multilayered, and provided clearer links between illustration and the text; (4) hypertext allowed a flexible exploration of ideas across several layers simultaneously; (5) students were motivated to explore its possibilities and were willing to share new findings with other students; and (6) the use of hypertext supported the acquisition of complex ideas and relations between those ideas involving science tasks, but not, apparently, those involving English tasks. Findings suggest that students view the advantages of the hypertext as allowing a way to "architecture" a space that affords different engagement for others. (Contains 16 references and 4 tables of data; appendixes contain a total listing of student interview questions, and an example of a debriefing interview analysis summary chart.) (RS)
Descriptors: Educational Environment, English Instruction, High Schools, Hypermedia, Instructional Effectiveness, Science Instruction, Student Attitudes, Student Motivation, Student Projects, Text Structure, Textbook Evaluation, Textbook Research
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: International Reading Association, Newark, DE.
Note: "Reading Online" is a purely electronic journal. It is published by the International Reading Association and made available via the IRA web site (cite below). The journal is published "continuously" and does not use volume or issue/number designations.