The article "Learning from Hypertext: Research Issues and Findings" focuses on the challenges hypertext presents for learners compared to traditional linear text. The authors emphasize how hypertext’s non-linear structure offers greater flexibility but also places increased cognitive and metacognitive demands on learners. They review research on learning from hypertext, highlighting that factors such as system design, user characteristics, and learning goals significantly influence educational outcomes. The article also examines cognitive models like the Construction Integration Model (CIM) and Cognitive Flexibility Theory (CFT), which help explain how learners process and understand hypertext. The authors acknowledge that research comparing linear and non-linear text often yields contradictory results, depending on variables like learner experience and system structure. The article concludes by discussing adaptive hypertext systems, which can personalize content for individual learners, and stresses the need for more research on how to effectively design hypertext systems to enhance learning.
The article presents a well-organized and in-depth analysis of hypertext learning. The inclusion of two major cognitive models (CIM and CFT) offers a comprehensive understanding of how hypertext influences the learning process, particularly in determining the most effective approach based on the learner’s prior knowledge and experience. The authors do a thorough job of evaluating both the benefits and challenges of hypertext-assisted learning, though they tend to lean slightly toward emphasizing the advantages over the disadvantages. The research methods discussed, including a range of studies on system structure, navigation, and metacognition, provide strong support for their conclusions. The article’s clear structure and logical progression make it accessible to both researchers and educators interested in hypermedia and educational technology.
This article is particularly relevant to my work as a contractor involved in quality assurance and curriculum development, as well as my research, which focuses on discovering practical teaching methods using technology to motivate learners and help them retain and apply knowledge. The exploration of hypertext underscores the importance of designing learning systems that are based on solid research, aligning with my view that many current educational methods are “fly-by-night” and implemented without proper evaluation of their effectiveness. Hypertext systems, if not carefully structured and tailored to learners’ needs, can easily overwhelm students and lead to superficial engagement—similar to the “flavors of the week” approaches that often fail to create meaningful learning experiences. This reinforces my commitment to developing technology-driven learning strategies that are research-backed, ensuring learners engage deeply with the material rather than merely going through the motions to earn a diploma or certification.
APA CITATION
Shapiro, A., & Niederhauser, D. (2004). Learning from hypertext: Research issues and findings. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 605–620). Macmillan.
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