The Effectiveness of Instruction-Oriented Hypertext Systems Compared to Direct Instruction in E-Learning Environments

Autor/inn/en	Barhoumi, Chokri; Rossi, Pier Giuseppe
Titel	The Effectiveness of Instruction-Oriented Hypertext Systems Compared to Direct Instruction in E-Learning Environments
Quelle	In: Contemporary Educational Technology, 4 (2013) 4, S.281-308 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Hypermedia; Electronic Learning; Direct Instruction; Instructional Effectiveness; Online Courses; Instructional Design; Comparative Analysis; College Students; Learning Theories; Achievement Tests; Scores; Student Attitudes; Foreign Countries; Tunisia + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Collegestudent; Learning theory; Lerntheorie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schülerverhalten; Ausland; Tunesien
Abstract	The use of hypertext systems for learning and teaching complex and ill-structured domain of knowledge has been attracting attention in design of instruction. In this context, an experimental research has been conducted to explore the effectiveness of instructional design oriented hypertext systems. Cognitive flexibility hypertext theory is compared to direct instruction course design without hypertext systems for teaching and learning Flash online course in e-learning environment. Researchers used an experimental approach conducted in the academic year 2010 with independent sample of students of an experimental group (73 students) compared to a control group (73 students) from a university class. The results show the effectiveness of the hypertext systems course design compared to direct online course design. Indeed, the results of cognitive performance have demonstrated that the average time to answer achievement tests is lower for flexible instruction compared to average time for direct instruction. The number of students' accesses to learning resources in the e-learning platform is higher in case of flexible instruction compared to direct instruction. Results of the experimentation also demonstrate that there are significant differences between the experimental group and the control group, regarding the attitudes of students toward using flexible online course design based cognitive flexibility hypertext theory and direct online course design. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01