The Effectiveness of Instructional Design in Hypertext Environment Through the Internet

The between-subjects factors were prior knowledge and task order. The within-subject factor was text organization. The major dependent measures were recall and comprehension test scores, as well as responses to surveys on students' attitudes toward the experimental treatment and learning the subject matter. Analysis of the test scores revealed that high prior knowledge students comprehended significantly better than low prior knowledge students when they read the Bottom-Up organization of text as the first task and the Top-Down organization as the second task. In contrast, students reading the Bottom-Up organization as the first task showed more favorable attitudes for learning subject matter than the students reading the Top-Down organization as the second task. However, the important result was the significant main effect, and interaction effect of text organization, prior knowledge, and task order on the comprehension measure.

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

• Lee, Sook

Contributors dc:contributor

• Bonnie B. Armbruster

• Education, Educational Psychology

Language dc:language

eng

Identifier

(MiAaPQ)AAI9944920

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80334