Information, Instruction, and Learning: A Hypermedia Perspective

Abstract

Hypermedia as defined by Osgood (1987) is a tool for linking nonlinear information presented in the form of graphics, animation, video, and sound. One important question for instructional designers regarding hypermedia is how it can be used as an instructional or learning tool that enhances rather than inhibits learning. Creating hypermedia applications is a quick and easy alternative to creating courseware with older authoring systems and languages which took many hours to learn. This ease of application creation, combined with a tremendous increase in information available to our society, has resulted in a proliferation of hypermedia databases in school, university, and industry settings that is gradually moving into homes. Many of these databases are simply information media. This paper identifies important issues related to classifying a hypermedia–based information system appropriately. Based on a discussion of these issues, a call for systematic research which clarifies the role that hypermedia–based information systems can and should play in an instructional or learning environment is set forth.

The current state of human performance technology: A citation network analysis of Performance Improvement Quarterly , 1988-2010

“…In addition, action learning (Dean, 1998;Marquardt, 1998), a hypermedia approach (Grabowski & Curtis, 1991), organizational learning (Proctor & Gubler, 2001), and instructional systems design and HPT models (Ertmer & Newby, 1993;Joo, 1998;Schwen et al, 2006) were still influential topics in HPT. Figure 7).…”

“…Figure 6 shows that Schwen et al (2006) was the central player, creating connections with nine articles. Grabowski and Curtis (1991) was a source of faction 4 through links to Joo (1998) and Ertmer and Newby (1993). Schwen's contribution to this faction was noticeable in terms of authoring 6 of 10 articles.…”

Social Media Tools and Platforms in Learning Environments

“…(2) a short description of the LMS feature; (3) a classification of the LMS feature with regard to the three design elements information, instruction, and learning (see Grabowski and Curtis 1991); (4) the LMS feature's association with instructional functions (see Hilgenstock and Jirmann 2005); and (5) exemplary recommendations for instructional use.…”

“…Table 5.3 shows the taxonomy, which contains (1) the name of the LMS feature; (2) a short description of the LMS feature; (3) a classification of the LMS feature with regard to the three design elements information, instruction, and learning (see Grabowski and Curtis 1991); (4) the LMS feature's association with instructional functions (see Hilgenstock and Jirmann 2005); and (5) exemplary recommendations for instructional use. Using the results of the pairwise comparisons and the confidence ratings, the authors identified specific LMS features that are applicable for designated instructional functions.…”

Effects of Hypermedia-Infused Professional Development on Attitudes Toward Teaching Science

“…As a result of increases in the incorporation of hypermedia into the learning environment, it is essential to address both the beneficial and constraining factors associated with this educational tool (Grabowski & Small, 1997).…”