Constructivism,Hypermedia,and the World Wide Web

Abstract

The impact of the World Wide Web on the educational community cannot be over emphasized. This article investigates the effect of hypermedia on learning by reviewing four claims made by constructivist theorists against empirical research studies. The four claims investigated are that hypermedia (1) gives more control over the instructional environment to the reader/student; (2) levels the playing field among students of varying abilities and aptitudes; (3) enhances collaborative learning; and (4) more closely models the structure of our brains. Empirical studies indicate that these claims are often either unsubstantiated by the evidence or the claims overemphasize the impact of hypermedia on the learning measure. The article sounds a cautionary note to educational instructional designers to be more aware of the totality of the learning environment and the learners within.