E-Learning Today: A Review of Research on Hypertext Comprehension

Autor/in	Hinesley, Gail A.
Titel	E-Learning Today: A Review of Research on Hypertext Comprehension
Quelle	In: AACE Journal, 15 (2007) 3, S.255-265 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-3696
Schlagwörter	Hypermedia; Online Courses; Delivery Systems; Internet; Electronic Classrooms; Learner Controlled Instruction; Cognitive Structures; Models; Comprehension + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Auslieferung; Cognitive structure; Kognitive Struktur; Analogiemodell; Verstehen; Verständnis
Abstract	Use of hypertext is pervasive in education today--it is used for all online course delivery as well as many stand-alone delivery methods such as educational computer software and compact discs (CDs). This article will review Kintsch's Construction-Integration and Anderson's Adaptive Control of Thought-Rational (ACT-R) cognitive architectures and examine how each explains the empirical evidence of comprehension problems related to the use of hypertext systems. This article also discusses design tools based on those two architectures (Cognitive Walkthrough for the Web [CWW] and Scent-Based Navigation and Information Foraging in the ACT [SNIF-ACT] respectively) that can help educational content developers screen their hypertext products for possible comprehension problems prior to its release. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org/pubs/aacej
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10