hypertext

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hypertext

A link—typically displayed as (blue) coloured, underlined text—incorporated in an electronic document that permits internet browsers to immediately open another document in the same or another website.
References in periodicals archive ?
Figure 3 illustrates how the statecharts' structural elements (states and transitions) are associated to the hypermedia navigational (pages and anchors) objects by the mappings defined in HMBS.
[1999] take their history of hypermedia infrastructure to its natural conclusion, predicting a future of "structural computing" and multiple open services.
The hypermedia environment is taken as the study's independent variable with two values: group with metacognitive scaffolding and group without metacognitive scaffolding.
Moreover, we brought the most updated and/or expressive versions, so the students could have hypermedia interfaces to materialize the representations and contents they wanted through easy immersive interactions.
According to Milton (2006), 'In the context of students as authors of hypertext environments there seems to be correlations to increased motivation and learning reception through student authorship.' Further, that the use of hypermedia and hypertext supports an 'active and goal-oriented' approach to authoring.
Two approaches can be used to assist individuals with ADHD in accessing the hypermedia environments: accommodations that educators can implement and cognitive support within the hypermedia instruction.
Hypothesis 2 (H2): There are no significant differences in manual access between users of the hypermedia manual and users of the print manual (frequency of access, number of jumps, access time).
Because each layer of a hypermedia is a unique history any one narrative could not express a sense of a whole event.
Besides the additional cognitive load placed on students in a hypermedia learning environment, there is the additional factor of the learner's ability and motivation to take advantage of all the instructional elements that are available.
According to Dabbagh and Kitsantas (2004), WBPT can be classified into four broad categories: (1) content creation and delivery tools, (2) collaborative and communication tools, (3) administrative tools, and (4) hypermedia tools.
This paper presents a pilot study for the testing of the Did@browser system, a tool developed for supporting the knowledge construction process of students during their studies on educational hypermedia. The system adopts a strategy of posing metacognitive questions and receiving answers from students in order to improve their awareness in their surfing abilities and cognitive strategies used during the learning process on the Net.
This study examines the relationships between the epistemological beliefs of teacher education students and their learning in a case-based hypermedia learning environment.