Computers in the Schools - Special issue: multimedia and megachange—new roles for educational computing, part 2
Combining Concept Mapping with CBR: Towards Experience-Based Support for Knowledge Modeling
Proceedings of the Fourteenth International Florida Artificial Intelligence Research Society Conference
An empirical study of the learning effect of an ontology-driven information system
Proceedings of the nineteenth ACM conference on Hypertext and hypermedia
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This paper describes a constructivist learning theory that can be applied to the development of hypertext applications to enhance content learning. Application of this theory is especially beneficial when dealing with content that is either ill-structured or that specifically requires advanced learning for its understanding. Specifically, this theory is relevant when designing hypertext content for student learning beyond the classroom. An overview of the theory, an example of its application, and implications to hypertext design for online course content is provided.