Hypertext Bad for Learning?

I came across some interesting and even surprising research findings today in a review of the literature from Dabbagh's Online Learning citing a number of studies related to hypertext and hypermedia. Among other things, they found that depending on the order, amount, and support, hyperrtext can have a negative impact on student learning.



One study found that students who approached hypertext in a more linear and systematic fashion, learned more than those who approached topics laterally. Another study found that the fewer number of links and hypermedia objects, "the more improved were students' learning and location of information" and "the better were the students' attitudes." And finally, another study found that merely allowing students to navigate through text was insufficient to support learning. In summary, it seems that a hyper learning environment may be a case of TMI and TLS (too much info and too little structure).

So where does this leave the WebQuest, a popular K-12 strategy for inquiry and research based learning that incorporates hyperlinks and media to help students find information on a given topic? This may suggest that such a strategy could in fact "induce cognitive overload and disorientation", not a desirable outcome for students at any age. And does this that suggest that a linear textbook might in fact be a better way of presenting information than an link and media rich website? Personally I am very skeptical of the findings, and find the freedom of navigation within hypertext and media a usually fruitful experience, but can easily imagine, and have personally experienced, the frustration and sense of TMI when browsing the web for a given topic. Ultimately, I think when dealing with any age and audience inexperience with the form and features of hyper anything, a larger degree of support will be needed to help make sense of this non-linear format.

And if your still confused about all this hypertext and hypermedia talk, here's a video that may help (or induce cognitive overload).