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Effective Computer-mediated Communication Using Hypertext: Introducing Expanding Hypertext--Are They Adventurous?
Unformatted Document Text:  Effective Computer-mediated Communication Using Hypertext 31 Behaviour and Information Technology, 14, 239-250. Last, D. A., O’Donnell, A. M., & Kelly, A. E. (1998). Using hypermedia: Effects of prior knowledge and goal strength. Technology and Teacher Education Annual Convention, 476-479. (ERIC Document Reproduction Service No. ED 421146) Lee, M. J. (2001). Effective Tailored Communication: Expanding Hypertext, Working Memory and Risk Taking Tendency. Dissertation. University of Florida. Lee, M. J., Ferguson, M. A., & Tedder, M. C. (1999). The effects of three different computer texts on readers recall (based on working memory, risk-taking tendencies, and hypertext familiarity and knowledge). Paper presented at the National Communication Association, Chicago. Lee, M. J., & Tedder, M. C. (2002). Tailored communication using hypertext: Introducing expending hypertext based on working memory capacity. Paper was presented at International Communication Association, Seoul, Korea. Liu, M. (1992). Hypermedia-Assisted instruction and second language learning: A semantic- network-based approach. West Virginia, U.S. (ERIC Document Reproduction Service No. ED349954) Lin, C. and Davidson, G. (1996). Effect of linking structure and cognitive style on students’ performance and attitude in a computer-based hypertext environment. Journal of Educational Computing Research, 15(4), 317-329. Macgregor, S. K. (1999). Hypermedia Navigation Profiles: Cognitive characteristics and information processing strategies. Journal of Educational Computing Research, 20(2), 189-206. McAllese, R. (1991). The acquisition and representations of domain specific knowledge using notecards. In R. MaAleese (Eds.), Hypermedia courseware structures of communication and intelligent help (pp. 11-18). Berlin: Springer-Verlag.

Authors: Lee, Moon.
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Effective Computer-mediated Communication Using Hypertext
31
Behaviour and Information Technology, 14, 239-250.
Last, D. A., O’Donnell, A. M., & Kelly, A. E. (1998). Using hypermedia: Effects of prior
knowledge and goal strength. Technology and Teacher Education Annual Convention,
476-479. (ERIC Document Reproduction Service No. ED 421146)
Lee, M. J. (2001). Effective Tailored Communication: Expanding Hypertext, Working
Memory and Risk Taking Tendency. Dissertation. University of Florida.
Lee, M. J., Ferguson, M. A., & Tedder, M. C. (1999). The effects of three different computer
texts on readers
recall (based on working memory, risk-taking tendencies, and
hypertext familiarity and knowledge). Paper presented at the National Communication
Association, Chicago.
Lee, M. J., & Tedder, M. C. (2002). Tailored communication using hypertext: Introducing
expending hypertext based on working memory capacity. Paper was presented at
International Communication Association, Seoul, Korea.
Liu, M. (1992). Hypermedia-Assisted instruction and second language learning: A semantic-
network-based approach. West Virginia, U.S. (ERIC Document Reproduction Service
No. ED349954)
Lin, C. and Davidson, G. (1996). Effect of linking structure and cognitive style on students’
performance and attitude in a computer-based hypertext environment. Journal of
Educational Computing Research, 15(4), 317-329.
Macgregor, S. K. (1999). Hypermedia Navigation Profiles: Cognitive characteristics and
information processing strategies. Journal of Educational Computing Research, 20(2),
189-206.
McAllese, R. (1991). The acquisition and representations of domain specific knowledge
using notecards. In R. MaAleese (Eds.), Hypermedia courseware structures of
communication and intelligent help (pp. 11-18). Berlin: Springer-Verlag.


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