Constructive learning in the digital labyrinth: Hypertext design experiences in Web-based environments

This study explores hypertext theory, design and development in Web-based environments. The focus of the study is the participants' experience in learning hypertext theory and designing their hypertext projects. This study describes and interprets the participants' learning process in learning and applying hypertext theory in their Web design.; Writing hypertext is writing a story waiting to be unfolded differently for each reader. In hypertext, there are fewer conventional constraints on authors, and infinite possibilities for readers. This research captures some of the inspiring moments of how the participants learned hypertext and created hypertext projects. The moments come alive when they are read. Readers of this dissertation will find different paths in which the participants in this study learned about hypertext, learned about learning and learned about themselves.; The study researches a graduate level course titled Hypermedia, the World Wide Web and Classroom Practice at a large mid-western public university. Most of the participants were K to 12 educators, and graduate students majoring in education. The data was collected through in-depth interviews, classroom/lab observation and student-created hypertext projects. The qualitative interpretive approach was used to understand students' hypertext experiences, and provide in-depth accounts of their experiences.; The study presents the process of participants' learning about hypertext/hypermedia, as well as their learning about their own learning process in Web-based environments. This study examines what the implications of hypertext in education, including what students' experiences were in exploring hypertext theory in Web design and how students incorporated hypertext for educational use.; This study found that developing hypertext web-based project has been a creative and challenging experience for educators. Hypertext theory and implementation has inspired educators to bring multiple perspectives and openness to educational settings. Hypertext also has challenged educators to rethink critical issues related to learning and teaching in technology integration of curriculum and pedagogy.