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Journal of Educational Multimedia and Hypermedia

2002 Volume 11, Number 1


Gary H. Marks

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Table of Contents

Number of articles: 5

  1. User Centered Evaluation of an Automatically Constructed Hyper-TextBook

    Fabio Crestani, University of Strathclyde; Spyridon P. Ntioudis, National Technical University of Athens, Greece

    As hypertext systems become widely available and their popularity increases, attention has turned to converting existing textual documents into hypertextual form. An important issue in this area is... More

    pp. 3-19

  2. Peer-to-Peer Networking Collaboration Within Education

    Kevin Curran, University of Ulster

    Education is becoming increasingly collaborative with the advent of the Internet, so it is no surprise that educators around the world are seeking improved methods of collaborating through the... More

    pp. 21-30

  3. Identifying and Using Hypermedia Browsing Patterns

    Duncan Mullier, Leeds Metropolitan University, United Kingdom; David Hobbs, University of Bradford, United Kingdom; David Moore, Leeds Metropolitan University, United Kingdom

    Hypermedia offers benefits for users who wish to find information and users who wish to learn about a particular topic (Jonassen & Grabinger, 1991). However, hypermedia is also plagued by drawbacks... More

    pp. 31-50

  4. A Visualization Pilot Study for Hypermedia: Developing Cross-Cultural User Profiles for New Media Interfaces

    Anthony Faiola, Indiana University, United States

    With the unparalleled yearly growth of the World Wide Web (WWW) and a concise paradigm shift to global e-marketing, media research organizations have placed human-computer interaction (HCI) and... More

    pp. 51-70

  5. Effects of Learner Control and Hypermedia Preference on Cyber-students Performance in a Web-Based Learning Environment

    Lih-Ching Chen Wang & William Beasley, Cleveland State University, United States

    This study investigated whether the factor of "hypermedia preference" in a web-based learning environment (WBLE) affects students' task performance under "learner control with and without... More

    pp. 71-91