Abstract
This study aims to offer a set of empirically-based guidelines for the design of hypermedia teaching resources used in computer-mediated educational environments. These criteria are: incorporating additional tools to guide and aid navigation; limiting the use of hypertext structures; the intensive use of various formats (multimedia) and the integration of two editions of the material adapted to two different contexts of reading and study (online and offline). The suitability of these criteria is then determined by developing an integrated set of hypermedia teaching materials based on them and testing the materials in a real e-learning context. The results indicate that the students perceive the new educational material based on the proposed criteria more favourably than the existing teaching resources used in the same learning environment.
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