Abstract
Hypertext provides a flexible environment in which to explore information. This makes it suitable for use with instructional software where students can eschew a linear progression for a more individualised exploration of the material. When designing instructional hypertext programs, decisions must be taken on the degree of learner control rather than program control to include. Leamer control gives to the individual learner a control over the learning strategy; program control imposes upon the learner, to some degree at least, that strategy. The article discusses the arguments for and against learner control of hypertext environments in an instructional context and reviews the research evidence on learner control.
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