Knowledge acquisition, cognitive flexibility, and the instructional applications of hypertext: A comparison of contrasting designs for computer-enhanced learning environments

This study explored the use of contrasting computer-based designs for providing instruction at an advanced stage of learning in a complex and ill-structured domain. The program consisted of two parts: an instructional hypertext program containing the content on the social impact of technology and the actual experimental treatments that differed for the two groups. The primary design for the experimental group employed a thematic criss-crossing procedure that used multiple presentations of previously read case sections that shared common thematic elements. The comparison group completed a computer-based drill design containing items requiring the recall of factual information and the identification of social impact of technology themes. An instrument was also administered to determine the possible influence of the learners' basic beliefs concerning the nature of knowledge and learning on their use of the two different instructional approaches.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Jacobson, Michael J.

Contributors dc:contributor

• Waugh, Michael L.

• Education, General
• Psychology, Experimental
• Education, Technology of

Statement dc:rights

• Copyright 1991 Jacobson, Michael J.

Language dc:language

eng

Identifier

AAI9124433
(UMI)AAI9124433

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/20885