The Effects of Linear and Hypertext Computer-Assisted Instruction on the Learning and Attitude of Associate Degree Nursing Students

The investigator concluded that neither the hypertext nor the linear CAI increased cognitive learning or knowledge retention to any greater degree than the other, that students tend to have a more favorable attitude toward CAI when given the opportunity to sequence their own instruction, as provided in the hypertext version, that neither version of the CAI treatment was any more efficient in time-saving than the other version, and that elaboration theory of instruction provided a sound instructional design framework for both the linear and hypertext CAI tutorials. Additional research is needed using hypertext to its fullest potential to better determine its impact on cognitive learning and knowledge retention.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Waite, Janis Lynn

Contributors dc:contributor

• Bragg, Debra D.

• Education, Educational Psychology

Language dc:language

eng

Identifier

(MiAaPQ)AAI9904614

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80273