DescriptionIn a world where electronic distance learning is becoming ever more prevalent, finding ways to improve the quality of electronic learning materials is no mere intellectual exercise, but a practical necessity. Despite the urgency, it still remains a challenge to formulate empirically founded guidelines for aligning hypertext based instruction effectively to the prior-knowledge of advanced learners. Past research has offered limited answer as to why different ways of communicating structural information in hypertext by the means of different types of graphical organizers (e.g., linear, hierarchical, network/semantic) does not lead to different learning outcomes for this group. It is, however, reasonable to suppose that whether or not the information to be learnt is presented in a hierarchical or semantic manner, it will probably not fit the elaborate internal schemata of advanced learners. The possibility that, beside the type of graphical organizer redundant content on textual nodes might also have an influence on learning outcomes, needs to be therefore examined. However, existing research provides limited insights as to whether and to what extent redundancy might play a role in hypertext learning. It will be argued that it is precisely the influence of redundant information presentation which needs to be better understood in order to be able to better accommodate the learning needs of advanced learners in these learning environments. Utilising the flexibility afforded by adaptive hypertext is suggested as a way of investigating the influence of redundant information presentation on learning outcomes.
|Period||29 Aug 2011|
|Event title||Pre-Conference of the Junior Researchers of EARLI|
|Location||Exeter, United Kingdom|