하이퍼텍스트와 하이퍼미디어의 연구과제 = Research Issues in Hypertext and Hypermedia

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the concept of hypertext from the perspective of the schema theory and to investigate the issues that instructional designers have to consider to use hypertext systems as tools for learning and instruction. Hypertext is the adaptive learning system in which learners are given opportunities to construct knowledge in terms of their own semantic networks or mental models. Hypertext needs not to be consider as an electronic textbook or a computer database. Hypertext is the multi- dimensional computer- based text which presents information to the learner in the form of a linked network of representation, allowing navigation under the user control. There are several issues to be examined in order to use hypertext systems as learning systems and instructional delivery systems. First, on the basis of the research findings of learner controlled CAI that the effects of learner control of instruction on performance was not cons is tent, instructional designers are required to include the effective instructional strategies that enhance the effective learner control of hypertext since the hypertext system allow the learner to control the entire learning process. For this purpose, instructional designers need to investigate effects of learner``s prior knowledge, general abilities and aptitude, and metacognition on performance in hypertext and to develop the instructional strategies that are included for the effective learning. Second, several instructional theorists suggest thaThypertext includes navigational tools and thaThypertext must be hierarchically structured in order to reduce cognitive overload and disorientation. However, considering that empiricalfindings of the effects of the use of navigational tools were not cons is tent, ins tructional theoris ts come across the need to examine how learners us e the navigational tools, and what effects the navigational tools have on performance. In addition, it is problematic that the structuring of hypertext can reduce the learner``s cognitive overload. Third, it is another problem that the surface level processing is likely to occur in hypertext when the learner is not involoved cognitively with their learning. Theorists suggest that inclusion of quiz, demonstration of interaction and problem solving, and provision of learning goals in hypertext. The effects of the alternatives on the learner``s cognitive involovemenThave not been tested. Fourth, instructional theorists and designers have to try to integrate the intelligent tutoring system into hypertext systems in order thaThypertext systems are used as an instructional delivery systems as well as learning systems. Last, this study pointed out that alternative evaluation systems of learning processes and learning outcomes need to be developed because learners construct their own knowledge in hypertext systems.