Think Before You Link: Understanding the Effects of Hypertext on Student Learning Outcomes and Reports of Overload PROCEEDINGS
Lena Paulo Kushnir, Kenneth Berry, University of Toronto, Canada
EdMedia: World Conference on Educational Media and Technology, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Students often complain of overload in online learning environments. Discussions here consider online factors that might contribute to students’ reports of overload. This study explored the organization and design factor of hypertext; specifically, this study explored the effects of hypertext on student learning outcomes and reports of overload. A total of 208 participants were tested in four experimental conditions that manipulated the organization and relevance of online material that students had to learn. Findings suggested that hypertext environments had a negative impact on learning, misconceptions of information, and perceived overload. This paper examines literature that considers factors that can impact learning in hypertext environments, strategies for using hypertext effectively, and strategies for avoiding online learning environments that leave students feeling overloaded.
Paulo Kushnir, L. & Berry, K. (2010). Think Before You Link: Understanding the Effects of Hypertext on Student Learning Outcomes and Reports of Overload. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 701-710). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2017 from https://www.learntechlib.org/p/34712/.
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