Abstract
This paper discusses a knowledge transfer and hypertext study that also explored the influence on learning associated with basic epistemic beliefs about the nature of learning and the structure knowledge. In the experiment, a Thematic Criss-Crossing Hypertext treatment presented the instructional material using multiple cases and themes to highlight different aspects of the knowledge, while a Minimal Hypertext/Drill control treatment presented the same content in a more rigid and decontextualized manner. It was found that subjects with a more complex set of epistemic beliefs (i.e., viewed learning as a constructivistic process and felt the organization of knowledge was primarily heterarchical and web-like) were better able to learn with the hypertext treatment than those subjects with a simpler set of epistemic beliefs.
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Jacobson, M.J., Spiro, R.J. (1994). Hypertext Learning Environments and Epistemic Beliefs: A Preliminary Investigation. In: Vosniadou, S., De Corte, E., Mandl, H. (eds) Technology-Based Learning Environments. NATO ASI Series, vol 137. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-79149-9_37
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DOI: https://doi.org/10.1007/978-3-642-79149-9_37
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