A framework for the study of hypertext

Instructional Science

Volumn 22, Issue 3, 1994, Pages 207-232

  Gall, James E ^a   Hannafin, Michael J ^b  

^a UNITED STATES AIR FORCE ACADEMY   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 21844516720     PISSN: 00204277     EISSN: 15731952     Source Type: Journal    
DOI: 10.1007/BF00892243     Document Type: Article

References (56)

1. Pictures and adult learning
2. Implications of connectionism for thinking about rules
3. Hypertext design issues
4. As we may think
5. Paradox of the active user
6. Fifteen principles for designing more effective instructional hypermedia/ multimedia products
7. Instructional prescriptions for learner control
8. Hypertext: An introduction and survey
9. The Perseus Project: An interactive curriculum on Classical Greek civilization
10. Readers' models of text structures: The case of academic articles
11. Examining cognitive processing in hypermedia usage
12. Lost in hyperspace’: Cognitive mapping and navigation in a hypertext environment
13. A conceptual framework for the augmentation of man's intellect
14. Designing and testing navigational strategies and guidance tools for a hypermedia program
15. The role of hypermedia in education: A look at the research issues
16. Designating structured hypertext and structuring access to hypertext
17. Hypertext principles for text and courseware design
18. Acquiring structural knowledge from semantically structured hypertext
19. Authoring considerations for hypertext
20. Design and use of hypermedia systems
21. Some guidelines for the design of effective hypercourses
22. Effect of hypertextual approach versus the structured approach on students’ achievement
23. Hypermedia and instruction
24. Hypermedia and learning: Freedom and chaos
25. Finding facts vs. browsing knowledge in hypertext systems
26. Representing interactive multimedia and hypermedia audit trails
27. New technologies in education
28. Managing immense storage
29. Learning, instruction, and hypermedia
30. The art of navigating through hypertext
31. Infuriating by design
32. Empirically-based guidelines for the design of interactive multimedia
33. Technology meets constructivism: Do they make a marriage?
34. Theory-based design for easily learned interfaces
35. Hypertext functionality: A theoretical framework
36. Hypertext and the Oxford English Dictionary
37. The knowledge hypermap: An alternative to hypertext
38. Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains
39. Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter
40. Review of student control in computer-assisted instruction
41. Cognition and learner control: A literature review, 1977–1988
42. Constraints to curriculum reform: Teachers and the myths of schooling
43. Orientation and disorientation in a hypertext lexicon
44. Hypertext: Technology, application, and research issues
45. Hypertext and instructional design: Some preliminary guidelines
46. Intermedia: The concept and construction of a seamless information environment
47. Issues in designing a hypermedia document system