Hypertext in context
Problems and issues in designing hypertext/hypermedia for learning
Designing hypermedia for learning
The “homeopathic fallacy” in learning from hypertext
interactions
External cognition: how do graphical representations work?
International Journal of Human-Computer Studies
A cognitive model of document use during a research project. Study I. document selection
Journal of the American Society for Information Science
Journal of the American Society for Information Science
Journal of the American Society for Information Science
visualising semantic spaces and author co-citation networks in digital libraries
Information Processing and Management: an International Journal - Special issue on progress toward digital libraries
Automatically generated hypertext versions of scholarly articles and their evaluation
HYPERTEXT '00 Proceedings of the eleventh ACM on Hypertext and hypermedia
Motivation for hyperlinking in scholarly electronic articles: a qualitative study
Journal of the American Society for Information Science
ACM Computing Surveys (CSUR)
From adaptive hypermedia to the adaptive web
Communications of the ACM - The Adaptive Web
Multimedia for Learning: Methods and Development
Multimedia for Learning: Methods and Development
'Memex' as an image of potentiality in information retrieval research and development
SIGIR '80 Proceedings of the 3rd annual ACM conference on Research and development in information retrieval
Do nondomain experts enlist the strategies of domain experts?
Journal of the American Society for Information Science and Technology
ScentTrails: Integrating browsing and searching on the Web
ACM Transactions on Computer-Human Interaction (TOCHI)
Bibliographic and Web citations: what is the difference?
Journal of the American Society for Information Science and Technology
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Use of citations and Web links embedded in online teaching materials was studied for an undergraduate course. The undergraduate students enrolled in Geographic Information Science for Geography and Regional Development used Web links more often than citations, but clearly did not see them as key to enhancing learning. Current conventions for citing and linking tend to make citations and links invisible. There is some evidence that citations and Web links categorized and highlighted in terms of their importance and function to be served may help student learning in interdisciplinary domains.