Reviews research on the effectiveness of hypertext/hypermedia-based learning and concludes that presenting subject matter from different perspectives, in multiple contexts, and in multiple codes does not automatically contribute to higher performance but may when instructional scaffolding is provided. The additional cognitive load may actually…

Compares the differences between the meanings of hypertext, hypermedia, and multimedia and discusses the uses of each term. Suggests how the terms and the relationships between them should be described and provides a summary of functional and semantic definitions found in the literature. (AEF)

Describes the Hypertutor Model, a message design framework for interactive instructional systems that emphasizes learner control, presentation, practice, feedback, and learning resources. Problems with software designed for computer assisted instruction are examined; hypertutor systems are discussed; and MegaMentor, a hypertutor system at the…

Discusses design principles that apply to the creation of effective instructional hypermedia or multimedia products that meet the needs of teachers and students. Topics addressed include the adoption of technological innovations; curricular issues; the development of thinking skills; user needs; videodisks; interactive systems; context; and print…

Discussion of learner control in instructional management describes six learner control methods: (1) content control; (2) sequence control; (3) pace control; (4) display or strategy control; (5) internal processing control; and (6) advisor strategies. Relevant literature, both theoretical and empirical, is reviewed, and learner control and…

Discussion of discourse created by computers defines discourse as a pattern of cognitive functioning and identifies two such modes of thought: narrative and expository. Discussion covers the computer as discourse; schemas as a way to understand how knowledge is organized; simulations, hypermedia, and databases as discourse; and interactive…

Discusses whether educators should write their own computer-assisted instructional software, and describes four basic categories of tools teachers can use to produce courseware: (1) traditional programing languages; (2) authoring languages, including hypertext authoring languages; (3) authoring systems; and (4) authoring aids. Each category is…

Discusses the design of computer-based learning materials and computer-based learning environments. Topics addressed include learning strategies; the roles of the learner and the computer; appropriate information technology; the situated learning concept; learning environment metaphors; the use of microcomputers and hypermedia; and personal…

Considers the role of educational technology in two views of the school reform movement: one that demands more from the existing educational system, and one that calls for restructuring of the existing system. The effectiveness of technology is addressed, models for technology use are described, and technology and constructivism are discussed. (31…

Reviews relevant scholarly literature on hypermedia from two perspectives: (1) an analysis of hypermedia in terms of learning theory; and (2) the implications of several characteristics of hypermedia for instructional designers, including its impact on learner control, concept development, and collection of data on student performance. Research…

Examines issues related to situated cognition and learning, both in the classroom and in the world. Topics discussed include educational theories; the situated nature of knowledge; the perception of experts; and the role of technology in situated learning, including virtual reality, hypertext, and telecommunications. (26 references) (LRW)

Describes generative learning environments for teaching mathematical problem solving that were developed at the Vanderbilt University Learning Technology Center. The theoretical framework is discussed; design principles are explained, including a video-based presentation format; and the use of videodisc and hypermedia is discussed. (37 references)…

Examines desirable functional features of hypermedia; describes its instructional uses and limitations; and discusses research issues, including learner control principles, the selection of information representation forms, the use of hypermedia as a knowledge base for computer-based instruction (CBI), and the development of intelligent…

Popular electronic tools for learning--tutorials, educational databases, learning nodes, simulations and educational games--are described, and their functions as part of the learning system are examined using Gagne's Events of Instruction model. Figures representing tutorial models are included. (Contains seven references.) (SLW)