Quantitative evidence for differences between learners making use of passive hypermedia learning environments

This paper presents a summary of the results of several relatively large st udies which attempted statistical analysis of audit trails created by learn ers accessing information in typical hypermedia or hypertext learning envir onments, and interpreted them in relation to learner characteristics and st udy tasks. Significant differences in the information access strategy, amou nt of information accessed, student estimates of achievement and knowledge outcome were observed between learners in these studies. This paper conclud ed that some learners may be systematically disadvantaged where support for (or the delivery of) the curriculum depends on hypermedia, such as via a n etworked learning environment delivered passively over the WWW. It is sugge sted that the audit tools available from the WWW provide an opportunity to develop multi-discipline evaluation mechanisms which may enable researchers to provide learners with standard "learning profiles" with which to reflec t on their own learning effectiveness when using hypermedia educational mat erials.