Writing Hypertext and Learning: Conceptual and Empirical Approaches / Edition 1

by Rainer Bromme, E. Stahl

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.

Product Details

ISBN-13:	9780080439877
Publisher:	Emerald Group Publishing Limited
Publication date:	07/03/2002
Series:	Advances in Learning and Instruction Series , #10
Pages:	214
Product dimensions:	6.50(w) x 9.45(h) x 1.18(d)

Table of Contents

Writing and learning: hypertext as a renewal of an old and close relationship. Introduction and overview (R. Bromme, E. Stahl). Learning to compose hypertext and linear text: transfer or inhibition? (M. Braaksma et al.). Learning by producing hypertext from reader perspectives: cognitive flexibility theory reconsidered (R. Bromme, E. Stahl). Writing as design: hypermedia and the shape of information space (A. Dillon). Emergent versus presentational hypertext (C. Bereiters). Sleepy links, collaborative grading and trails - shaping hypertext structures by usage processes (K. Wolf). Opening windows in each other's minds: social sharing of hypertext models (A. Talamo, A. Fasula). Slicing books - the authors' perspective (I. Dahn et al.). Authoring hypervideos: design for learning and learning by design (C. Zahn). Methods for assessing cognitive processes during the construction of hypertexts (E. Stahl).