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|Title:||Aligning Instruction to Individual Learning Needs in Adaptive Hypertext Learning Environments|
Kirschner, Paul A.
|Abstract:||Educational hypertext research on the effectiveness of pre-structured, static hypertext leaning environments have greatly enhanced our understanding of how pre-structured hypertext environments affect navigation and learning outcomes. In particular, the effect of different types of graphic organizers have been extensively studied in the past two decades. In the meantime, however, the focus of hypertext and hypermedia design have moved on toward the development of ever more sophisticated adaptive techniques, yet empirical data about the cognitive effects of adaptive hypertext/hypermedia have been slow coming. The scarcity of research regarding the cognitive consequences of adaptive hypertext/hypermedia is somewhat surprising, as it has the potential to bring one of the longest standing ambitions in education one step closer: being able to provide instruction which is finely tuned to the learning needs of the individual learner. Knowledge accumulated about the learning effects of static hypertext environments, along with the results of studies about learner versus system control for task selection are examined, in order to outline possible future directions for adaptive hypertext/hypermedia research in an educational context.|
|Description:||Bezdan, E., Kester, L., & Kirschner, P. A. (2011, 31 August). Aligning Instruction to Individual Learning Needs in Adaptive Hypertext Learning Environments. Presentation at the 14th Biennial Conference of the European Association for Research on Learning and Instruction, Exeter, United Kingdom.|
|Appears in Collections:||2. LC: Presentations|
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