Non-adaptive and Adaptive Hypermedia Systems for Problem-oriented Learning: Theory and Research Issues and Learning Emerging Scientific Conceptual Perspectives

This paper discusses theory and research issues associated with the use of hypermedia technologies to support learning. It is proposed that viewing hypermedia technologies as an enabling infrastructure for tools to support learning—in particular learning in problem-oriented pedagogical environments involving cases—has particular promise. After considering research issues with problem-oriented learning related to knowledge transfer and conceptual change, a design framework is discussed for a hypermedia system with scaffolding features designed to support and enhance problem-oriented learning. The findings from earlier research involving this approach are summarized that included conceptual change, knowledge transfer, and long term knowledge gains and problem solving. An ongoing project using a new version of this hypermedia approach with special ontological scaffolding to explore conceptual change and far knowledge transfer issues related to learning advanced scientific knowledge involving complex systems is also discussed. The paper concludes with a consideration of theory, research, and implementation issues related to the use of hypermedia for problem-oriented learning with cases. Internationally there has been ever increasing interest in the uses of technology to support and enhance education. Variously described as “information and communication technologies (ICT),” “e-Learning,” “cyber education,” and so on, at the core these approaches employ hypermedia technologies that allow digitally encoded nodes of text, multimedia, dynamic computer models, and even virtual reality simulations to be flexibly connected by hyperlinks in conjunction with digital communication technologies. This paper focuses on cognitive and learning issues associated with uses of hypermedia technologies for learning. It is somewhat surprising that although there is extensive use of hypermedia based systems in education, the research on the efficacy of these systems is mixed. Many earlier systems have been criticized for focusing on the technology rather than cognitive and learning issues and for being atheoretical (Jacobson, 1994). Of course, there has been research documenting factors associated with educationally effective hypermedia systems (including new adaptive hypermedia approaches), but there continues to be theoretical and methodological criticisms of much of the hypertext and hypermedia literature (Dillon & Gabbard, 1998; Shapiro & 1 This paper was presented at the American Educational Research Association conference in Montreal on April 15, 2005. 2 Contact information: Before July 1, 2005: Michael J. Jacobson, Ph.D., Center for Teaching and Learning, 1,5 Ga, Anam-Dong, Sungbuk-ku, Seoul, 136-701, Korea, E-mail: [email protected]. After July 1, 2005: Michael J. Jacobson, Ph.D., Learning Sciences and Technologies Academic Group, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616, [email protected]. Problem-Oriented Hypermedia: Theory and Research Issues 2 Niederhauser, 2003; Tergan, 1997). Given research on educational hypermedia appears to have reached an impressionistic vista, how might work in this area advance? LEARNING WITH HYPERMEDIA: TOOLS TO SUPPORT PROBLEM-