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Instructional Hypertext: Study Strategies for Different Types of Learning Tasks
PROCEEDINGS

EdMedia + Innovate Learning, in Boston, MA Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This research examined hypertext study strategies for learning goals requiring factual learning, information application (problem solving), and information integration (interrelating text information). For factual learning goals, readers preferred selecting units for study from a topic list rather than a structural content map, and reviewed more than readers with information application goals. For information integration goals, readers preferred a content map for unit selection and took more notes than readers with the other two goals. They also reviewed more frequently than readers studying for information application, and were more likely to use self-testing questions than readers studying for factual learning. The different strategies resulted in differences in readers' depth of understanding for the text content. The findings indicate that readers are flexible in developing goal-specific strategies for studying hypertext, and that different text features support different types of hypertext processing.

Citation

. (1996). Instructional Hypertext: Study Strategies for Different Types of Learning Tasks. In P. Carlson & F. Makedon (Eds.), Proceedings of World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications, 1996 (pp. 52-58). Boston, MA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from .

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