Effect of Varied Elaborated Hypertext Strategies in Facilitating Students' Achievement of Different Learning Objectives

Autor/inn/en	Chen, Wei-Fan; Dwyer, Francis
Titel	Effect of Varied Elaborated Hypertext Strategies in Facilitating Students' Achievement of Different Learning Objectives
Quelle	In: International Journal of Instructional Media, 33 (2006) 2, S.165 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-1815
Schlagwörter	Prior Learning; Educational Strategies; Educational Objectives; Academic Achievement; Hypermedia + Suchen Sie Ihr Suchwort? Vorkenntnisse; Lehrstrategie; Educational objective; Bildungsziel; Erziehungsziel; Schulleistung
Abstract	Hypertext learning materials have been employed as major components for designing and implementing educational and training learning environments. However, the design and development of hypertext materials are still heavily based on technical issues or simply designed by intuition. To overcome these deficiencies in hypermedia research, one of the most cited and applied instructional theories, Charles Reigeluth's Elaboration Theory (ET), is the target of investigation in this study. Elaboration Theory prescribes that instruction start with an epitome that teaches a few simple, general ideas in order to link to the learner's prior knowledge. The purpose of this study was to: (1) Determine whether Elaboration-Theory-based hypertext, designed by using instructional strategies proposed by Reigeluth, was effective in facilitating student achievement of different educational objectives; (2) Determine whether different Elaboration-Theory-based hypertexts (the one with the two Elaboration-Theory strategies versus the one with the five Elaboration--Theory strategies) were equally effective in facilitating students' achievement of different educational objectives; (3) Determine whether students with different prior knowledge levels (high and low) achieve differently on different educational objectives in the same hypertext environment; and (4) Determine whether a significant interaction exists between Elaboration-Theory-based hypertext and learners' level of prior knowledge. Findings reveal that students' prior knowledge levels play a crucial role in influencing their learning achievement. It was also found that Elaboration-Theory-based hypertexts employing instructional strategies are superior to the linear hypertext in enhancing students' achievement of factual and conceptual knowledge. (Contains 2 tables.) (ERIC).
Anmerkungen	Westwood Press Inc. 118 Five Mile River Road, Darien, CT 06820-6237. Tel: 202-656-8680; Fax: 203-656-8680; Web site: http://www.adprima.com/ijim.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10