The branching structure for individual learning skills differences in instructional hypermedia

In this article, the branching structure of hypermedia is addressed for the purpose of accommodating individual learning differences. Learning from the learner's perspective is discussed. Future research directions in hypermedia learning are suggested.

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Bibliographic Details
Published inOnline information review Vol. 26; no. 2; pp. 73 - 78
Main Author Song, Chiann-Ru
Format Journal Article
LanguageEnglish
Published Bradford MCB UP Ltd 01.04.2002
Emerald
Emerald Group Publishing Limited
Subjects
Automatic teaching
Branching
Cognitive Style
Computer assisted instruction
Conceptual Frameworks
Education
Educational Environment
Educational sciences
Futures (of Society)
Hypermedia
Individual Differences
Interactive Systems
Internet
Knowledge
Learning
Learning Processes
Learning Strategies
Online instruction
Prior Learning
Research Needs
School environment
Self directed learning
Self Regulated Learning
Self study
Selfmanaged learning
Skills
Students
Studies
Teaching aids
Teaching Methods
Variables
Learning
Internet
Skills
Self-managed learning
Teaching Aid
Skill
Programme attitude
Self regulated learning
New Information and Communication Technologies (NTIC)
Educational Innovation
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Summary:In this article, the branching structure of hypermedia is addressed for the purpose of accommodating individual learning differences. Learning from the learner's perspective is discussed. Future research directions in hypermedia learning are suggested.
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ISSN:1468-4527
1468-4535
DOI:10.1108/14684520210424539