Advances in scaffolding learning with hypertext and hypermedia: a summary and critical analysis
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Hypermedia learning environments such as the World Wide Web and CD based multimedia encyclopedias are extensively used in education, frequently with the intent of helping students learn challenging educational subjects. However, we caution educators, instructional designers, and researchers not to be seduced by design approaches for hypermedia environments that allow learners to access, manipulate, or restructure multiple representations of information while receiving little or no scaffolding during learning. As the authors of this special issue demonstrate, learning with hypertext and hypermedia is challenging for learners of all ages and that systematic and carefully designed research is needed in order to contribute to our understanding of how to promote learning with non-linear systems such as these. We further argue that hypermedia design approaches should be informed by empirical research with multiple methodologies from various disciplines rather than adopting ad hoc or...
KeywordsDeclarative Knowledge Scaffolding Learning Metacognitive Monitoring Human Tutor Theoretical Plurality
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