COMPUTER-BASED TOOLS TO SUPPORT LEARNING FROM HYPERTEXT: CONCEPT MAPPING TOOLS AND BEYOND

Abstract

Although hypertext can be a useful way of delivering learning materials it is problematic in that there is no requirement to actively manipulate knowledge as part of the interaction. The mindtools, or concept mapping, approach requires learners to construct graphical representations of the information that they cover forcing them to engage more actively in the information as a consequence. Advocates of concept mapping argue that by encouraging learners to represent their knowledge using a node-link formalism, learners are forced into activities that aid the organization and integration of knowledge, and that the map itself can serve to communicate the learner's knowledge more effectively than text. This paper reports the results of a study designed to test the effectiveness of a concept mapping tool in aiding student learning from a hypertext system. It was found that use of the concept mapping tool enhanced the scores on a post-test when compared to standard note taking. Qualitative analyses of the process of network construction, and of the maps produced argue that there may be a case for offering learners more support in the networks that they construct, to explicitly encourage structuring activities and it is hoped integration, and more encouragement to revise networks so to enhance their use in communication.