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|Title: ||Supporting students' construction of hypermedia|
|Authors: ||Picking, Richard|
|Issue Date: ||1996|
|Publisher: ||© Richard Picking|
|Abstract: ||This thesis considers the proposition that hypermedia may be employed effectively in
higher education. More specifically, the question of its use by undergraduate music
students to assist in writing essays and dissertations is investigated.
The work begins with a review of general issues relating to educational hypermedia, such
as its history, application, design and architecture. A user-centred approach to hypermedia
development is advocated, and after critique and analysis of the literature, a framework for
human-computer interaction for educational hypermedia is proposed.
A case study is reported which serves to facilitate the undertaking of original research, as
well as to evaluate the proposed framework. Other environments are also selected to carry
out more generic research. Both reading strategies and writing strategies are investigated,
and the results from these studies are used to conduct a repertory grid analysis of students'
approaches to and perceptions of essay and dissertation development. The outcome of this
experiment concludes with a proposal for a structural model of essay and dissertation
development. Analysis of the model suggests the need for further survey analysis of taskartefact
usage in specific educational domains, and experimental studies into electronic
document manipulation and the reading of music from computer screens are investigated
with respect to the case study environment.
The implications of the research carried out in this thesis have assisted in and helped to
justify the design of the prototype system HECTOR (Hypermedia, from Essay Conception
TO Realisation). It aims to support students in their research, planning and writing of
essays and dissertations. HECTOR has been evaluated in the field, and the results of this
go some way to supporting the hypothesis of the thesis - that hypermedia can be
employed effectively in higher education.|
|Description: ||A Doctoral Thesis. Submitted in partial fulfillment of the requirements for the award of Doctor of Philosophy of Loughborough University.|
|Appears in Collections:||PhD Theses (Social Sciences)|
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