{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/71958"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/71958","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Effects of Linear, Hypertext, and Hypertext With Advisement Approaches on Computer-Assisted Learning","abstract":"Provided with network branching capabilities, learners of hypertext systems are freed from the conventional linear, highly directed flow of presentation, and are allowed to have high level of learner control of instructional sequence. Until very recently, hypertext design has been theory-rich and research-poor. The effectiveness of hypertext as an instructional system is still poorly documented. This study investigated whether learner control provided with hypertext network branching capability can lead to a better learning result and attitude by comparing it with a conventional linear instructional approach. It also examined whether learner control with advisement strategies can be used in a hypertext environment to significantly improve the effectiveness of a hypertext instructional approach.","abstract_html":"Provided with network branching capabilities, learners of hypertext systems are freed from the conventional linear, highly directed flow of presentation, and are allowed to have high level of learner control of instructional sequence. Until very recently, hypertext design has been theory-rich and research-poor. The effectiveness of hypertext as an instructional system is still poorly documented. This study investigated whether learner control provided with hypertext network branching capability can lead to a better learning result and attitude by comparing it with a conventional linear instructional approach. It also examined whether learner control with advisement strategies can be used in a hypertext environment to significantly improve the effectiveness of a hypertext instructional approach.","abstract_has_math":false,"creators":["Lai, Fangmay"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Dennis, J.R.,"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-16T21:47:07Z","date_published":"2014-12-16T21:47:07Z","updated_at":"2026-07-22T22:26:05Z","subjects":["Education, Technology of","Education, Curriculum and Instruction"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI9411678"],"render_values":[{"text":"(UMI)AAI9411678","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/71958","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dennis, J.R.,"]},{"key":"dc:creator","label":"Author","values":["Lai, Fangmay"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-16T21:47:07Z","10000-01-01","1993"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Technology of","Education, Curriculum and Instruction"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/71958","(UMI)AAI9411678"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Provided with network branching capabilities, learners of hypertext systems are freed from the conventional linear, highly directed flow of presentation, and are allowed to have high level of learner control of instructional sequence. Until very recently, hypertext design has been theory-rich and research-poor. The effectiveness of hypertext as an instructional system is still poorly documented. This study investigated whether learner control provided with hypertext network branching capability can lead to a better learning result and attitude by comparing it with a conventional linear instructional approach. It also examined whether learner control with advisement strategies can be used in a hypertext environment to significantly improve the effectiveness of a hypertext instructional approach.","Three different versions of computer-assisted instructional tutorials (linear approach, hypertext approach, and hypertext with advisement approach) introducing personal computer software were developed as primary instruments. An immediate posttest and a retention test a week later were administered to measure subjects' achievement, and an attitude questionnaire was used to evaluate subjects' learning attitude and motivation, as well as their sense of disorientation.","The findings of the experiment led to the following general conclusions: (1) There were no significant differences in learning results and knowledge retention between a linear approach and a hypertext approach whether or not learner advisement was provided. (2) There were no significant differences in learner attitude and motivation between a linear approach and a hypertext approach whether or not learner advisement was provided.","Made available in DSpace on 2014-12-16T21:47:07Z (GMT). No. of bitstreams: 1 9411678.pdf: 6372846 bytes, checksum: f033a455d3d74b925542ca674b02a209 (MD5) Previous issue date: 1993","Embargo set by: Seth Robbins for item 72124 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","179 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1993."]},{"key":"dc:title","label":"Title","values":["Effects of Linear, Hypertext, and Hypertext With Advisement Approaches on Computer-Assisted Learning"]}]}],"canonical_facts":{"dc:contributor":["Dennis, J.R.,"],"dc:creator":["Lai, Fangmay"],"dc:date":["2014-12-16T21:47:07Z","10000-01-01","1993"],"dc:description":["Provided with network branching capabilities, learners of hypertext systems are freed from the conventional linear, highly directed flow of presentation, and are allowed to have high level of learner control of instructional sequence. Until very recently, hypertext design has been theory-rich and research-poor. The effectiveness of hypertext as an instructional system is still poorly documented. This study investigated whether learner control provided with hypertext network branching capability can lead to a better learning result and attitude by comparing it with a conventional linear instructional approach. It also examined whether learner control with advisement strategies can be used in a hypertext environment to significantly improve the effectiveness of a hypertext instructional approach.","Three different versions of computer-assisted instructional tutorials (linear approach, hypertext approach, and hypertext with advisement approach) introducing personal computer software were developed as primary instruments. An immediate posttest and a retention test a week later were administered to measure subjects' achievement, and an attitude questionnaire was used to evaluate subjects' learning attitude and motivation, as well as their sense of disorientation.","The findings of the experiment led to the following general conclusions: (1) There were no significant differences in learning results and knowledge retention between a linear approach and a hypertext approach whether or not learner advisement was provided. (2) There were no significant differences in learner attitude and motivation between a linear approach and a hypertext approach whether or not learner advisement was provided.","Made available in DSpace on 2014-12-16T21:47:07Z (GMT). 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