NDLI: Using Cognitive Flexibility Hypertext to Develop Sexual Harassment Cases

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Using Cognitive Flexibility Hypertext to Develop Sexual Harassment Cases

Content Provider	Scilit
Author	Harvey, Douglas M. Godshalk, Veronica M. Milheim, William D.
Copyright Year	2021
Description	The use of cognitive flexibility theory as a theoretical framework for designing hypertext has been found to be beneficial for learning in ill-structured domains. However, little is known of what role the learning task plays in the effectiveness of this approach. The present study examined the relationship between task, navigation, and learning transfer when utilizing a cognitive flexibility hypertext about sexual harassment with 34 graduate management students. Due to the nature of the topic, the effects of the task on student attitudes were also studied. The conclusions of the study were that there were no significant differences for the navigational choices or transfer 214scores, but there did appear to be a relationship between task and changing students' attitudes towards the topic. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-342-9678. E-mail address: <[email protected]> Website: © 2001 by The Haworth Press, Inc. All rights reserved.] Book Name: The Web in Higher Education: Assessing the Impact and Fulfilling the Potential
Related Links	https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.1201/9781003063803-13&type=chapterpdf
Ending Page	229
Page Count	17
Starting Page	213
DOI	10.1201/9781003063803-13
Language	English
Publisher	Informa UK Limited
Publisher Date	2021-01-23
Access Restriction	Open
Subject Keyword	Book Name: The Web in Higher Education: Assessing the Impact and Fulfilling the Potential Hypertext Cognitive Flexibility Haworth Structured Attitudes Sexual Harassment Navigation
Content Type	Text
Resource Type	Chapter

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