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Quantitative Evidence For Differences Between Learners Making Use Of Passive Hypermedia Learning Environments


Quentin-Baxter, M, Quantitative Evidence For Differences Between Learners Making Use Of Passive Hypermedia Learning Environments, A C M Computing Surveys: The Survey and Tutorial Journal of The Acm: (Association for Computing Machinery), 31, (4es) pp. 1-6. ISSN 0360-0300 (1999) [Refereed Article]

Copyright Statement

Copyright 2000 ACM

DOI: doi:10.1145/345966.346022


This paper presents a summary of the results of several relatively large studies which attempted statistical analysis of audit trails created by learners accessing information in typical hypermedia or hypertext learning environments, and interpreted them in relation to learner characteristics and study tasks. Significant differences in the information access strategy, amount of information accessed, student estimates of achievement and knowledge outcome were observed between learners in these studies. This paper concluded that some learners may be systematically disadvantaged where support for (or the delivery of) the curriculum depends on hypermedia, such as via a networked learning environment delivered passively over the WWW. It is suggested that the audit tools available from the WWW provide an opportunity to develop multi-discipline evaluation mechanisms which may enable researchers to provide learners with standard "learning profiles" with which to reflect on their own learning effectiveness when using hypermedia educational materials.

Item Details

Item Type:Refereed Article
Keywords:hypermedia, evaluation, learning, teaching, learning environment, rat, dissection, virtual
Research Division:Education
Research Group:Education systems
Research Field:Higher education
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teaching and instruction technologies
UTAS Author:Quentin-Baxter, M (Professor Megan Quentin-Baxter)
ID Code:106353
Year Published:1999
Deposited By:Faculty of Health
Deposited On:2016-02-06
Last Modified:2016-11-15

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