Relevant bibliographies by topics / Hypermedia Courseware

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Hypermedia Courseware'

Author: Grafiati
Published: 5 June 2025
Last updated: 24 June 2025

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Journal articles on the topic "Hypermedia Courseware"

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Melia, Mark, and Claus Pahl. "Model-driven Transformation and Validation of Adaptive Educational Hypermedia using CAVIAr." JUCS - Journal of Universal Computer Science 16, no. (19) (2010): 2862–81. https://doi.org/10.3217/jucs-016-19-2862.

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Authoring of Adaptive Educational Hypermedia is a complex activity requiring the combination of a range of design and validation techniques. We demonstrate how Adaptive Educational Hypermedia can be transformed into CAVIAr courseware validation models allowing for its validation. The model-based representation and analysis of different concerns and model-based mappings and transformations are key contributors to this integrated solution. We illustrate the benefits of Model Driven Engineering methodologies that allow for interoperability between CAVIAr and a well known Adaptive Educational Hypermedia framework. By allowing for the validation of Adaptive Educational Hypermedia, the course creator limits the risk of pedagogical problems in migrating to Adaptive Educational Hypermedia from static courseware.
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Yang, Chia-Shing, and David M. Moore. "Designing Hypermedia Systems for Instruction." Journal of Educational Technology Systems 24, no. 1 (1995): 3–30. http://dx.doi.org/10.2190/476c-l2jf-g4et-vvax.

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In recent years, hypermedia has been widely adopted in education. However, negative effects have been reported. There is not much “instruction” in existing hypermedia systems. Also, most hypermedia designs are based on the capabilities of technology, not on instructional theories or research Findings. This article explored the principles and theories relevant to the design of effective hypermedia courseware. The micro-design, which concerns the designing of discrete screens, discussed guidelines in five categories: information formats, language usages, highlighting techniques, operating directions, and screen layouts. The macro-design, which addresses the interrelationships of screens, explored the content organization and presentation flow of hypermedia systems. Finally, a courseware template and a real product were constructed to exemplify the designing principles of “instructional” hypermedia systems.
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Rada, Roy. "Systems for reusing hypermedia courseware." Multimedia Tools and Applications 2, no. 1 (1996): 53–78. http://dx.doi.org/10.1007/bf00717823.

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Armani, Jacopo, and Andrea Rocci. "Conceptual maps in e-learning." Information Design Journal 11, no. 2-3 (2003): 171–84. http://dx.doi.org/10.1075/idj.11.2.09arm.

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The paper presents a design strategy for e-learning hypermedia interfaces based on the notion of conceptual-navigational map. It proposes to analyze the cognitive and communication problems that arise in the use of hypermedia applications with specific goals, such as e-learning courseware modules, with the linguistic tools of pragmatics and discourse analysis, and shows how this can help in identifying specific communication problems related to the grounding and contextualization of new information, and how it can lead to new insights for design and to interfaces inspired by the linguistic means used in verbal communication to manage analogous problems. The implementation of such a design strategy in the SWISSLING courseware modules is discussed, and future directions of development towards context- aware adaptive hypermedia are briefly outlined.
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Chuen-Tsai Sun, Chien Chou, and Bing-Kuen Lin. "Structural and navigational analysis of hypermedia courseware." IEEE Transactions on Education 41, no. 4 (1998): 347. http://dx.doi.org/10.1109/te.1998.787373.

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Chuen-Tsai Sun, Chien Chou, and Bing-Kuen Lin. "Structural and navigational analysis of hypermedia courseware." IEEE Transactions on Education 41, no. 4 (1998): 11 pp. http://dx.doi.org/10.1109/13.728280.

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Hoi�-Bo�i�, Nata�a, and Vedran Mornar. "AHyCo: a Web-Based Adaptive Hypermedia Courseware System." Journal of Computing and Information Technology 13, no. 3 (2005): 165. http://dx.doi.org/10.2498/cit.2005.03.01.

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Marshall, A. D., and S. Hurley. "Interactive hypermedia courseware for the World Wide Web." ACM SIGCSE Bulletin 28, SI (1996): 1–5. http://dx.doi.org/10.1145/237477.237478.

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Lubkeman, D. L., and E. R. Collins. "Hypermedia-based courseware development for power engineering education." IEEE Transactions on Power Systems 6, no. 3 (1991): 1259–65. http://dx.doi.org/10.1109/59.119275.

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Marshall, A. D., and S. Hurley. "Interactive hypermedia courseware for the World Wide Web." ACM SIGCUE Outlook 24, no. 1-3 (1996): 1–5. http://dx.doi.org/10.1145/1013718.237478.

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Dissertations / Theses on the topic "Hypermedia Courseware"

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Dastbaz, Mohammad. "Design, development and evaluation of hypermedia courseware : market research." Thesis, Kingston University, 1998. http://eprints.kingston.ac.uk/20616/.

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This study focuses on the emergence of Multimedia technology and its subsequent application and effects on Computer Aided Learning. The growing interest in the pedagogical possibilities offered by Multimedia technology has highlighted the need for research in order to investigate those properties of Multimedia that may have an impact on instructional outcomes. The review of the literature indicated the key research issues as being the design, implementation and evaluation of courseware using the new technology. It is these key issues that form the core of the research presented here. More specifically the overall outcome of the research has been the proposal of a holistic model for the design, implementation and evaluation of hypermedia learning tools. The main objectives supported by appropriate hypotheses were defined as: Proposing a design process model for hypermedia courseware. Developing Market Research by Multimedia (MRM). Evaluating MRM as a means of course delivery. Evaluating the MRM design. MRM was developed based on the proposed Design and Development Process Model (DDPM) and subsequently evaluated. Using a summative method of evaluation based on observation and pre/post tests, 186 students from Kingston University's BIT and BABS courses were selected and randomly divided into the following four experimental groups. Group A - traditional lectures and tutorials, Group B- MRM only, Group C combined traditional lectures and Multimedia tutorials, and Group D - the Open Learning group . . A holistic model for the design, implementation and evaluation of Multimedia based courseware is proposed. The resultant model proposes the following four stages in the development of hypermedia learning tools as: 1. Defining the Learning Objectives - this research provides strong evidence to indicate that hypermedia offers flexibility as a learning tool and could be successfully implemented in a variety of learning programmes including: delivering courses, used as a tutorial tool, or replace open learning modes of delivery. This study has provided empirical support to suggest that MRM as a means of course delivery is as effective as traditional lectures and tutorials and significantly better than the Open Learning mode. 2. Defining the Design Strategy - the design issues are addressed by the DDPM and deal with systems specification, design specification, implementation and evaluation. Based on the research findings it is recommended that ease of use should be the key objective of the design. 3. Defining the Implementation Strategy - this research recommends that prtor to use directives to hypermedia courseware users both in terms of their time management and their navigational style should be offered. 4. Defining the Evaluation Strategy - two main forms of evaluations could be considered Le. formative and summative depending on the evaluation objectives. This research recommends that 'observation' of learners using hypermedia learning tools through built-in tracking systems could provide educators with invaluable information about the way the system is used. This research makes three important contributions to the body of knowledge on hypermedia aided learning. Firstly it proposes a holistic model for design, implementation and evaluation of hypermedia learning tools, secondly it proposes the DDPM as a specific hypermedia design model and thirdly it evaluates HAL as a means of course delivery.
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Uden, Lorna. "A courseware engineering methodology for technology-based learning." Thesis, Staffordshire University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310576.

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Georgiadou, Elissavet. "Web-based hypermedia courseware in higher education : a proposed framework." Thesis, De Montfort University, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391474.

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Bardill, Andrew. "The development of intelligent hypermedia courseware, for design and technology in the English National Curriculum at Key Stage 3, by the sequential combination of cognition clusters, supported by system intelligence, derived from a dynamic user model." Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/13612/.

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The purpose of this research was to develop an alternative to traditional textbooks for the teaching of electronics, within Design and Technology at Key Stage 3, in the English National Curriculum. The proposed alternative of intelligent hypermedia courseware was investigated in terms of its potential to support pupil procedural autonomy in task directed, goal oriented, design projects. Three principal design criteria were applied to the development of this courseware: the situation in which it is to be used; the task that it is to support; and the pedagogy that it will reflect and support. The discussion and satisfaction of these design criteria led towards a new paradigm for the development of intelligent hypermedia courseware, i.e. the sequential combination of cognition clusters, supported by system intelligence, derived from a dynamic user model. A courseware prototype was instantiated using this development paradigm and subsequently evaluated in three schools. An illuminative evaluation method was developed to investigate the consequences of using this courseware prototype. This evaluation method was based on longitudinal case studies where cycles of observation, further inquiry and explanation are undertaken. As a consequence of following this longitudinal method, where participants chose to adopt the courseware after the first trial, the relatability of outcomes increased as subsequent cycles were completed. Qualitative data was obtained from semi-structured interviews with participating teachers. This data was triangulated against quantitative data obtained from the completed dynamic user models generated by pupils using the courseware prototype. These data were used to generate hypotheses, in the form of critical processes, by the identification of significant features, concomitant features and recurring concomitants from the courseware trials. Four relatable critical processes are described that operate when this courseware prototype is used. These critical processes relate to: the number of computers available; the physical environment where the work takes place; the pedagogical features of a task type match, a design brief frame match and a preferred teaching approach match; and the levels of heuristic interaction with the courseware prototype.
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Lin, Biing-Kuen, and 林炳坤. "Educational Hypermedia Courseware Structure Analysis." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/76817408598601434522.

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碩士<br>國立交通大學<br>資訊科學學系<br>84<br>Educational hypermedia provides flexible access to instructionalinformation and supports convenient learning styles.However, what it provides is a non-sequential information presentationwhich is different from traditional instructional systems.Thus, there are many problems resulted from educational hypermedia systems.In an ideal educational hypermedia system, in addition to supportingabundant courseware, it should provide courseware analytical tools,knowledge construction assistance tools, and navigation guidance tools.Furthermore, in an educational hypermedia environment, courseware structure and learning behavior are the main research topics.In this thesis, we provide several systematic analytical models in order to approach an ideal educational hypermedia system.To identify courseware structures, we adopt four graph algorithms for educational hypermedia analysis: MinimumCut-Set, Strongly Connected Components, Cut Vertex, and Dynamic Analysis.By using them, we are able to construct a hierarchical knowledge space,to analyze a courseware network to see whether it is well- structured, and to design a hierarchical map to help users learning in a hypermedia environment.To understand learning behavior, we provide two quantitative measures:Extensional Hyper Degree and Hyper Distance.According to the computational results, we are able to better understand students'' navigation activities in the educational environment.
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Chu, Jiun-Hau, and 朱俊豪. "Knowledge construction and analysis of hypermedia courseware." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/06253988471222072504.

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碩士<br>國立交通大學<br>資訊科學學系<br>86<br>An educational hypermedia system provides flexible styles whichare different from those in traditional linear systems for accessinginformation and learning. The quality of an educational hypermediasystem directly affects learning efficiency. Thus, from the author''spoint of view, how to construct an well-structured courseware becomesan important subject.In this thesis,we present a hypermedia coursewareconstructing interface that provides the author a convenient authoringenvironment and recording functions behind the interface. According tothe recorded information, we can understand how the knowledge constructedand how author transforms his knowledge in their memories to hypermedia documents in a step-by-step manner. Those functions are helpful for the author to improve the structure of courseware. Moreover, they provide an effective tool for students to learn by building hypermedia, a type of constructive learning.
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Lo, Heng Chun, and 羅恒俊. "The Hypermedia Courseware Design of Art CriticismAn Example of WWW Course Unite." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/04610646624969098958.

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碩士<br>國立交通大學<br>應用藝術研究所<br>85<br>AbstractArt education has been stressed on the practice of creating art works for a long time. Today*s art education is turning to teach students knowing how to appreciate art works. Hypermedia is a new instructional medium to help teacher teaching students how to appreciate art works.This study discusses how to design a hypermedia courseware of art appreciate. Getting lost is a major problem while design a hypermedia courseware. The design method of making links causes users lost in the hyper space. The spiral model does not just simplify the design process. It also makes designers looking for the relationships between nodes. With these relational consider designers will reduce the possibility of getting lost.At the end of this study, a prototype of the art appreciate courseware was developed to practice these theories.
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Chen, Jim-Ming, and 陳志名. "Hypermedia Courseware Design and Evaluation of Digital Systems in an Intelligent Distant Cooperative Learning Environment." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/56923295964336915379.

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碩士<br>國立交通大學<br>資訊科學學系<br>84<br>This thesis presents a novel and efficient digital system courseware design and its evaluation. Designing this courseware is intended to bridge the software/hardware comprehension gap between computer science and electrical engineering students.We integrate the ideas of $computer$-$assisted$ $learning$ $(CAL)$, $computer$-$aided$ $design$ $(CAD)$, and $hypermedia$ to develop the courseware. The learning materials are built in an intelligent distant cooperative learning environment. Students can learn the courseware through the network without limitation of time and place, which usually encounters in the traditional learning environment. To avoid students of getting lost in the hypermedia courseware, we provide some useful facilities of user interface, such as hot keys, a suggestive path, logic diagrams, and an overview map etc., to guide them to learn the courseware in an effective and friendly manner. The learning path can be bottom-up for sequential learning or top-down for courseware overview. With the help of high level hardware modeling and simulation tools, such as VHDL (VHSIC Hardware Description Language) tools, all basic components of digital systems have been described with high level constructs. Thus, students can understand the high level hardware constructs easily based on their knowledge of software design, especially for students with good logic concept and coding skill. The VHDL tools can also help to check the student's hardware design on-line and can provide more interaction between the student and the environment. We also assess the effectiveness of our courseware via $expert$ $evaluation$ and $user$ $evaluation$. The results of expert evaluation provide feedback for improving the courseware. The results of user evaluation are intended for two indications. One indication is the attitude of the users toward the courseware. The evaluation results show that the students like to learn using our courseware. The other indication is student achievements using the courseware. The evaluation resultsalso demonstrate that the students could make progress after learning using our courseware.
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Huang, Jun Xiong, and 黃俊雄. "The design and development of the hypermedia system applied in the courseware of computer assisted learning." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/31235829233378603859.

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Wu, Hshin-Yi, and 吳欣宜. "The Design and Construction of the Web-based Hypermedia Courseware in the Ovoviviparous Concept Learning for Elementary School Students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/95277743263831734563.

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碩士<br>國立台北師範學院<br>教育傳播與科技研究所<br>93<br>The purpose of this study is to analyze, design, develop, and evaluate the web-based hypermedia courseware by incorporating the conceptual change teaching strategy in the ovoviviparous concept learning for sixth grade students in elementary schools. Based on Dick and Carey’s Instructional Systems Design model, this study followed the four phases:（a）analysis phase-the researcher developed a series of learning objectives after analyzing needs assessment, learners’ characteristics, learning context and contents;（b）design phase-the researcher incorporated the conceptual change teaching strategy and designed the courseware based on this model and the interface design rules;（c）development phase-the researcher developed the web-based hypermedia courseware in the ovoviviparous concept learning;（d）formative evaluation phase-instructional design experts, subject matter experts, teachers and students were interviewed to ensure the quality of the courseware. Also, the web-based hypermedia courseware was evaluated by students’ questionnaire survey. The results revealed that this web-based multimedia courseware in the ovoviviparous concept learning improved teaching and learning. Moreover, instructional design experts, subject matter experts, teachers and students were satisfied with the quality of the web-based hypermedia courseware. Finally, this study suggests the further research in implementing summative evaluation to ensure students’ learning outcome and the teaching effects of this web-based hypermedia courseware.
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Books on the topic "Hypermedia Courseware"

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Oliveira, Armando, ed. Hypermedia Courseware: Structures of Communication and Intelligent Help. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77702-8.

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Armando, Oliveira, and North Atlantic Treaty Organization. Scientific Affairs Division., eds. Hypermedia courseware: Structures of communication and intelligent help. Springer-Verlag, 1992.

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Georgiadou, Elissavet. Web-based hypermedia courseware in higher education: A proposed framework. De Montfort University, 1998.

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Oliveira, Armando. Hypermedia Courseware: Structures of Communication and Intelligent Help: Proceedings of the NATO Advanced Research Workshop on Structures of Communication and Intelligent Help for Hypermedia Courseware, held at Espinho, Portugal, April 19-24, 1990. Springer Berlin Heidelberg, 1992.

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Hypermedia Courseware: Structures of Communication and Intelligent Help. Island Press, 1992.

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Oliveira, Armando. Hypermedia Courseware: Structures of Communication and Intelligent Help (Nato a S I Series Series III, Computer and Systems Sciences). Springer, 1992.

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Book chapters on the topic "Hypermedia Courseware"

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Bastien, Claude. "Ergonomics for Hypermedia Courseware." In Hypermedia Courseware: Structures of Communication and Intelligent Help. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77702-8_19.

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Oliveira, Armando J., and Duarte Costa Pereira. "Psychopedagogic Aspects of Hypermedia Courseware." In Designing Hypermedia for Learning. Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-75945-1_14.

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Oliveira, Armando. "Hypermedia and Multimedia." In Hypermedia Courseware: Structures of Communication and Intelligent Help. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77702-8_1.

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Pereira, Duarte Costa, Armando de Oliveira, and José Carlos G. Vaz. "Hypermedia and ITS." In Hypermedia Courseware: Structures of Communication and Intelligent Help. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77702-8_22.

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Duchastel, Philippe C. "Integrating HyperMedia into Intelligent Tutoring." In Hypermedia Courseware: Structures of Communication and Intelligent Help. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77702-8_21.

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Späth, Preben. "Design Considerations in Hypermedia Tutorials." In Hypermedia Courseware: Structures of Communication and Intelligent Help. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77702-8_5.

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Lowyck, J., and J. Elen. "Hypermedia for Learning Cognitive Instructional Design." In Hypermedia Courseware: Structures of Communication and Intelligent Help. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77702-8_15.

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Yao, Wang, Liu Wenyu, He Daan, and Zhu Guangxi. "Self-Guided Adaptive and Interactive Hypermedia Courseware System." In Advances in Multimedia Information Processing — PCM 2002. Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-36228-2_66.

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do Taveira, Maria Céu, Bártolo P. Campos, Duarte C. Pereira, and José C. Vaz. "Designing Hypermedia for Computer Assisted Career Guidance." In Hypermedia Courseware: Structures of Communication and Intelligent Help. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77702-8_8.

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Pereira, Duarte Costa. "Hypermedia and Science Education — The Case of Chemistry." In Hypermedia Courseware: Structures of Communication and Intelligent Help. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77702-8_7.

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Conference papers on the topic "Hypermedia Courseware"

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Marshall, A. D., and S. Hurley. "Interactive hypermedia courseware for the World Wide Web." In the 1st conference. ACM Press, 1996. http://dx.doi.org/10.1145/237466.237478.

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Giannotti, E., and C. Galletti. "Enhancing Mechanism Simulation in Engineering Education by a Hypermedia System." In ASME 1996 Design Engineering Technical Conferences and Computers in Engineering Conference. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-detc/cie-1440.

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Abstract An attempt to focus problems encountered in teaching mechanics of machines to engineering students has stimulated the authors of this paper to develop specific software, lectures and laboratory activities with different emphases and relations between the teacher’s and students’ tasks. A multi-year study has been made to test if and how simulation, based on a hypermedia system, can be used in developing educational tools for this new courseware. As a result, new tools for learning mechanics of machines are proposed.
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