DESIGNERS OF CBI MATERIALS ARE USING HYPERTEXT to link ideas, concepts, media, and resources. Whether hypertext enhances or interferes with learning is yet to be determined. This article applies techniques from another instructional presentation strategy, information mapping, in order to improve the effectiveness of hypertext as a learning tool. 

Schema theory suggests that we organize information according to meaningful relationships between ideas in memory. Information mapping techniques attempt to model this structure by having students create a network of related and spatially organized information. The resulting maps contain three primary elements: 

• objects or ideas, 

• interrelationships between the ideas, and 

• spatial relationships.
  

Although lacking in meaningful spatial relationships, hypertext systems resemble information mapping. They contain ideas that are linked to provide greater depth or breadth of understanding, and they emphasize the connection between ideas. However, compared with information maps, hypertext interrelationships are often shallow.

For example, information maps contain a rich array of linking relationships based on goal hierarchies, taxonomic hierarchies, spatial hierarchies, and causal networks (Gordon & Gill, 1992). In hypertext, the link relationships are often undefined. The linked data serves only as reference or ancillary information, and it is not necessarily part of a larger conceptual structure.

Information maps improve learning because they involve learners in analyzing the structural relationships among the content being studied. Since the students are actually constructing the map, they process the information in an effortful manner. With hypertext, a click of the mouse delivers the user to a new place; little thought or effort is required. Consequently, users do not engage in analyzing the structural relationships among the content. 

Information mapping succeeds in part because it engages learners in

• a deeper processing of knowledge,
• a reorganization of knowledge,
• spatial learning, and
• relating new concepts to existing concepts (Jonassen, Reeves, 1996).

Information mapping tells us that understanding the interrelationships between ideas can be as important as the ideas themselves. This suggests that hypertext can be more effective when emphasis is placed on defining the links and when users are engaged with the link relationships.

You can place more emphasis on links by employing the following techniques.

• create visual displays of important link structures
• assign students to map the links
• build exercises that require an understanding of the linkages
• describe the link relationship
• explain why the link is available
• use effective navigation protocols
  

One cannot assume that hypertext materials will necessarily enhance learning. The success of hypertext as an instructional presentation strategy will require adherence to proven learning principles. When the intent of instruction is to develop an understanding of the relationships among the content elements, designers of hypertext materials would do well to borrow from the principles that make information mapping a successful learning strategy. 

Mark Warmbrand, Instructional Designer