Can learning theory inform screen design in e-learning settings?
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o date much of the courseware available in hypermedia learning settings follows the design tradition formerly used to produce print-based textbooks and workbooks. More recently, attention is being given to how the material to be learned is presented, and to the ways in which students might need to interact with and interpret this material. Learning theories are now being used to provide guidelines for designing a variety of presentation modes and student activities online. This is in contrast to an initial focus in web-based software on screen display. This shift in focus would seem to be part of the maturing of our understanding of hypermedia and its application to learning. This paper sets out to review recent commentary on this shift in focus. Finally, an attempt is made to map the cognitive aspects discussed in an effort to understand how they might inform e-learning screen design.
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