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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 studies which attempted 
statistical analysis of audit trails created by learners accessing information in typical hypermedia or 
hypertext learning environments, and interpreted them in relation to learner characteristics and study tasks. 
Significant differences in the information access strategy, amount of information accessed, student 
estimates of achievement and knowledge outcome were observed between learners in these studies. This 
paper concluded that some learners may be systematically disadvantaged where support for (or the delivery 
of) the curriculum depends on hypermedia, such as via a networked learning environment delivered 
passively over the WWW. It is suggested 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 reflect on their own learning effectiveness when 
using hypermedia educational materials.