Flexible hypertext-based online course design with hierarchical navigation and multiple representations¶
Design · All designs
Evidence · 6 claims (6 for) · 3 studies (2 causal, 1 quant-synthesis),q2–q4· 1 of 3 report an effect size · 5 claims rest on one study
Description¶
This pattern describes the flexible online course design the article built on cognitive flexibility hypertext theory: an e-learning process using video, PDF, images, simulations and discussion forums, organized by hierarchical rather than linear navigation. Its printed characteristics include that "The e-learning process contains multiple representations of knowledge through image, video, PDF, simulation, and Flash animation" and that abstract concepts are interconnected to show knowledge in use, with the main module divided into sub-modules and students guided during the process.
Design Implications¶
Context¶
Requirements¶
- Hypertext and hypermedia learning resources realizing the links between concepts, cases, projects and examples
- Division of the main module into several sub-modules and guiding of online students during the e-learning process
Constraints¶
- The article states this design was experimented only with the Adobe Flash course and must be experimented with other complex and ill-structured domains of knowledge
Target Learners¶
- university-level information technology diploma students in e-learning environments
Target Goals¶
- acquisition of complex, ill-structured multimedia development knowledge with flexible navigation of learning resources
Claims¶
- Cft Hypertext Design Higher Access Rates [+M]
- The experimental group answered achievement tests faster (6.18 minutes) than the control group (7.51 minutes) [+W]
- A flexible hypertext course group averaged 76% on achievement tests against 59% for a direct-design group that studied different software, so the contrast confounds design with content [+W]
- More experimental-group answers achieved 100% accuracy on achievement tests (23) than control-group answers (13) [+W]
- Experimental-group students held more positive attitudes toward flexible hypertext course design than control-group students toward direct design (t = 4.723) [+W]
- Presenting multiple cases from different perspectives supports transfer in ill-structured domains [+M]
Related Patterns¶
Examples¶
-
Key Sources¶
- Chokri Barhoumi; Pier Giuseppe Rossi. (2013). The Effectiveness of Instruction-Oriented Hypertext Systems Compared to Direct Instruction in e-learning Environments. Contemporary Educational Technology, 4(4), 281-308. https://eric.ed.gov/?id=EJ1105506
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
flexible-hypertext-course-design-pattern |
title |
Flexible hypertext-based online course design with hierarchical navigation and multiple representations |
description |
This pattern describes the flexible online course design the article built on cognitive flexibility hypertext theory: an e-learning process using video, PDF, images, simulations and discussion forums, organized by hie... |
status |
review |
generated |
by process:wiki-ingest on 2026-10-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — chokri-barhoumi-pier-giuseppe-rossi-2013 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.