Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges April 2021 Pp.68-79
DOI: https://dx.doi.org/10.24093/awej/covid.5
The Use of Hypermedia Technologies in Higher Education Institutions during
Covid Lockdown
Olena Koliasa
Department of Germanic Languages and Translation Studies
Institute of Foreign Languages, Drohobych Ivan Franko State Pedagogical University
Drohobych, Ukraine
Corresponding Author: olenakoliasa@gmail.com
Iryna Lelet
Department of Philology, Odesa National Maritime University, Odesa, Ukraine
Valeriia Serebriakova
Department of Philology, Odesa National Maritime University, Odesa, Ukraine
Svitlana Yukhymets
Department of Philology, Odesa National Maritime University, Odesa, Ukraine
Recived: 2/23/2021 Accepted: 3/24/2021 Published: 4/26/2021
Abstract:
The World Wide Web continuously provides rapid access to information, and numerous information resources, virtually unlimited. The convenience and interactivity of its usage encourage people to turn to it in the educational process rather often while teaching or studying unfamiliar topics. Hypertext resources of different kinds have become a virtual educational environment. They offer new opportunities for structuring, presenting, adapting, and integrating contemporary learning materials. Besides, hypermedia technologies have made a considerable breakthrough in the educational process, particularly in self-education, combining hitherto incompatible elements. The article focuses on practical experience in the introduction of hypertext in the educational process of higher education institutions in general and during pandemic periods, in particular, the world faces nowadays. In the course of the research, it was emphasized that such technologies are pretty significant in implementing distance learning. Hypermedia technologies create especially suitable conditions for the independent acquisition and quality assimilation of the necessary information, which can be easily integrated into the educational process. The provided analysis of the implementation of e-learning materials based on hypertext and multimedia tools made it possible to point out the advantages and disadvantages of the described technologies (compared to traditional usage of printed textbooks), thus identifying their didactic potential. They became especially of great importance during the coronavirus lockdown.
Keywords: covid lockdown, e-learning materials, higher education, hypermedia educational technologies, hypertext
Cite as: Koliasa, O., Lelet, I.,Serebriakova, V.,& Yukhymets,S. (2021). The Use of Hypermedia Technologies in Higher Education Institutions during Covid Lockdown. Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges (1) 68-79.
DOI:https://dx.doi.org/10.24093/awej/covid.5
References
Babelyuk, O., Koliasa, O., Kushlyk O, &Smaglii V. (2020). Using Distance EdTech for Remote Foreign Language Teaching During the COVID-19 Lockdown in Ukraine (November 23, 2020). Arab World English Journal (AWEJ) Special Issue on the English Language in Ukrainian Context, November 2020, Available at https://www.awej.org/images/AllIssues/Specialissues/SpecialIssueonheEnglishLanguagenraqiContext2020/
SpecialIssueonheEnglishLanguageonUkraineContext2020/1.pdf or http://dx.doi.org/10.2139/ssrn.3735588
Bakalo, D. I., & Shishkovskaya, J. V. (2012). Informacionno obuchajushhaja sreda vuza v kontekste Internet obrazovanija [Information learning environment of the educational institution in the context of Internet education], TSPU Bulletin, 4(119), 48-54.
Baranov, O. (1997). Gipertekstovaya subkultura. [Hypertext subculture]. Znamya,7, 202-205.
Barret, E. (1988). Text, context & hypertext. Cambridge, MA: MIT Press.
Beeman, W. O. et al. (1987). Intermedia – a case study of innovation in higher education. Province, RI: Office of the orofram analysis. IRIS: Brown University.
Berg, S. V. D., &Watt, J. H. (1991). Effects of educational setting on student responses to structured hypertext, Journal of Computer-Based Instruction, 18(4), 118-124.
Bush, V. (1945). As We May Think. Available at: http://www.w3.org/History/1945/vbush/vbush-all.shtml.
Carley, H. (2014). Going green: The Paperless Classroom Global Issues in Language Education. Newsletter Issue, 91, 10-13.
Collier, G. (1987). Thoth-II. Hypertext with explicit semantics. In Proceedings of Hypertext ’87 (pp. 269-289). Chapel Hill: University of North Carolina.
Dalany, P. & Gilbert, S. (1991). Hypercard stacks for Fielding’s Joseph Andrews: Issues of design and content. In D. Delaney & G. Lanrow (Eds.), Hypermedia & literary studies (pp. 287-298). Cambridge, MA: MIT Press.
Dedova, O.V. (2008). Teoriya giperteksta i gipertekstovye praktiki v Runete [The theory of hypertext and hypertext practice in the RuNet]. Moskva: MAKS Press.
Duchastel, P. (1988). Display and interaction features of instructional texts and computers, British Journal of Educational Technology, 19(1), 58-65.
Engelbart, D. C. (1963). A conceptual framework for the augmentation of man’s intellect, Vistas in Information Handling (pp. 1-29). London: Cleaver-Hume.
Epshtein, V. L. (2016). Vvedenie v gipertekst i gipertekstovye sistemy [The introduction to hypertext and hypertext systems]. Available at: http://www.ipu.rssi.ru/publ/epstn.htm
Hammond, N. (1989). Hypermedia and learning: who guides whom? In H. Maurer, ed. Computer assisted learning (pp. 167-81). Berlin, Germany: Springer.
Hammond, N. & Allinson, L. (1989). The travel metaphor as design principle and training aid for navigating around complex systems. In D. Diaper & R. Winder, eds. People and computers 111. Cambridge, England: Cambridge University Press.
Heick, T. (2019). How 21st Century Thinking is Just Different. Available at: http://www.teachthought.com/learning/how21st-century-thinking-is-different/
Howe, M. J. A. (1980). The Psychology of Human Learning. New York: Harper and Row.
Jonassen, D. H., et al. (1990). Problems and issues in designing hypertext/ hypermedia for learning, In D. H. Jonassen, & H. Mandl, (eds.), Designing Hypermedia for Learning (pp. 3-25). Heidelberg: Springer-Verlag.
Jones, T. (1989). Incidental learning during information retrieval: a hypertext experiment. In H. Maurer, ed. Computer assisted learning (pp. 235-51). Berlin, Germany: Springer.
Kahn, P. (1993). The Pleasures of Possibility: What is Disorientation in Hypertext? Journal of Computing in Higher Education, 4(2), 57-78.
Koliasa, O.V. (2016). Adhocratychne poetychne myslennya yak kognityvno-semantychnyi mehanizm tvorenia igrovogo absurdu v postmodernistskomu fantazijnomu opovidanni. [Ad hoc poetic thinking as cognitive-semantic mechanism of creation of ludic absurd in postmodern fantasy story]. Molodyi Vchenyi, 2(29), 383-387.
Landow, G.& Delany, P. (1991). Hypermedia and Literary Studies, Cambridge, MA: MIT Press.
Marchionini, G. (1990). Evaluating hypermedia-based learning. In D. H. Jonassen, & H. Mandl, (eds.), Designing Hypermedia for Learning (pp. 355-373). Heidelberg: Springer-Verlag.
Marchionini & Shneiderman, B. (1988). Finding facts versus browsing knowledge in hypertext systems. IEEE Computer, Jan., 70-80.
Monahov, K. (2007). Gipertekst kak bolezn [Hypertext as a malady]. Available at: http://www.monakhov.ru/2007/06/13/gipertekst-kak-bolezn/.
Nelson, Th. H. (1997). Back To the Future: Hypertext the Way It Used To Be. Available at: http://xanadu.com/XanaduSpace/btf.htm.
Polat, E. S., & Buharkina, M. Yu. (1999). Sovremennye pedagogicheskie i informacionnye tehnologii v sisteme obrazovanija [Modern pedagogical and information technologies in educational system]. Moscow: Akademiya Publishers.
Reeves, T. C. (1998). Evaluating what really matters in computer-based education. Available at: http://eduworks.com/Documents/Workshops/EdMedia1998/docs/reeves.html
Stanton, N.A. & Stammers, R.B. (1990). Learning styles in a non-linear training environment. In R. McAleese & C. Green, eds. Hypertext: state of the art (pp. 114-20). Oxford, England: Intellect.
Vizel, M. (2016). Giperteksty po tu i etu storonu ekrana, [Hypertexts before and behind the screen], Available at: http://www.litera.ru/slova/viesel/visel-ht.html.
Whalley, P. (1990). Models of hypertext structure and learning. In D. H. Jonassen, & H. Mandl, (eds.), Designing Hypermedia for Learning (pp. 83-92). Heidelberg: Springer-Verlag.