The Effects of Linear and Hypertext Computer-Assisted Instruction on the Learning and Attitude of Associate Degree Nursing Students
Waite, Janis Lynn
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https://hdl.handle.net/2142/80273
Description
Title
The Effects of Linear and Hypertext Computer-Assisted Instruction on the Learning and Attitude of Associate Degree Nursing Students
Author(s)
Waite, Janis Lynn
Issue Date
1998
Doctoral Committee Chair(s)
Bragg, Debra D.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Educational Psychology
Language
eng
Abstract
The investigator concluded that neither the hypertext nor the linear CAI increased cognitive learning or knowledge retention to any greater degree than the other, that students tend to have a more favorable attitude toward CAI when given the opportunity to sequence their own instruction, as provided in the hypertext version, that neither version of the CAI treatment was any more efficient in time-saving than the other version, and that elaboration theory of instruction provided a sound instructional design framework for both the linear and hypertext CAI tutorials. Additional research is needed using hypertext to its fullest potential to better determine its impact on cognitive learning and knowledge retention.
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