E-Book Overview
Once the basic idea of hypertext had spread rapidly throughout the world via the Internet, the reception of hypertexts soon became subject of empirical research among psychologists, cognitive scientists, and educational researchers. As easy to use software for the writing of hypertexts (HTML editors) is now broadly available, there are no longer any technical obstacles for the use of hypertext production in teaching and learning. This book presents and analyses the learning effects that can be anticipated from the production of hypertexts. It includes laboratory experiments, studies on the production of hypertexts in the context of educational institutions, and reports on software environments designed for the production of hypertext. It includes theoretical, empirically and developmentally oriented contributions. The first three chapters link up directly with research on traditional writing while addressing aspects of the interaction between content and rhetoric during hypertext writing. The next three chapters focus on cooperative learning of students in and through the production of hypertexts. The following two chapters look at new technological possibilities, namely, a software environment for transforming textbooks into personalized hypertexts and the design of hypervideos. The final chapter discusses potential methods for further research.
E-Book Content
WRITING HYPERTEXT AND LEARNING CONCEPTUAL AND EMPIRICAL APPROACHES ADVANCES IN LEARNING AND INSTRUCTION SERIES Series Editors: S. Strauss, E. De Corte, R. Wegerif, K. Littleton Further details: http://www.socscinet.com/education Published VAN SOMEREN, REIMANN, BOSHUIZEN & DE JONG Learning with Multiple Representations DILLENBOURG Collaborative Learning: Cognitive and Computational Approaches BLISS, SALJO & LIGHT Learning Sites: Social and Technological Resources for Learning KAYSER & VOSNIADOU Modelling Changes in Understanding SCHNOTZ, VOSNIADOU & CARRETERO New Perspectives on Conceptual Change KOZULIN & RAND Experience of Mediated Learning ROUET, LEVONEN & BIARDEAU Multimedia Learning: Cognitive and Instructional Issues GARRISON & ARCHER A Transactional Perspective on Teaching and Learning COWIE & AALSVOORT Social Interaction in Learning and Instruction VOLET & JARVELA Motivation in Learning Contexts Forthcoming Titles SMITH Reasoning by Mathematical Induction in Children's Arithmetic Related journals — sample copies available online from: http://www. elsevier. com Learning and Instruction International Journal of Educational Research Computers and Education Computers and Human Behavior Learning and Individual Differences WRITING HYPERTEXT AND LEARNING CONCEPTUAL AND EMPIRICAL APPROACHES EDITED BY RAINER BROMME Psychology Department, University of Muenster, Germany ELMAR STAHL Psychology Department, University of Muenster, Germany Published in Association with the European Association for Learning and Instruction 2002 Pergamon An imprint of Elsevier Science Amsterdam - Boston - London - New York - Oxford - Paris San Diego - San Francisco - Singapore - Sydney - Tokyo ELSEVIER SCIENCE Ltd The Boulevard, Langford Lane Kidlington, Oxford OX5 1GB, UK © 2002 Elsevier Science Ltd. All rights reserved. This work is protected under copyright by Elsevier Science, and the following terms and conditions apply to its use: Photocopying Single photocopies of single chapters may be made for personal use as allowed by national copyright laws. Permission of the Publisher and payment of a fee is required for all other photocopying, including multiple or systematic copying, copying for advertising or promotional purposes, resale, and all forms of document delivery. Special rates are available for educational institutions that wish to make photocopies for non-profit educational classroom use. Permissions