In this paper, constructivism is examined as an epistemological basis for the design and use of hypermedia systems. The aim is to synergize the constructivist view of learning and the potentialities of hypermedia. Constructivism is a rich source of epistemological offerings that can yield insights for conceptualizing hypermedia tools along with specific guidelines for designing these tools. Based on cognitive, semiotic, and social perspectives, a new conceptual framework for constructive hypermedia learning systems is proposed. Desirable features and design considerations that might be built into future hypermedia systems are discussed. A list of functionalities reflecting the emphasis and illumination of each perspective in order to fulfill the tenets of constructivism is outlined and elaborated. This new conceptual model offers a useful perspective for using and designing hypermedia to facilitate the constructivist view of learning. The conceptual framework proposed here is not exhaustive nor comprehensive but rather an epistemological and analytical prototype, that needs validation.
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