چکیده (انگلیسی):

The purpose of this experimental study was to explore the instructional effectiveness of integrating
varied instructor-provided concept maps into an online hypertext learning environment, and the
effect of learners’ self-directed learning abilities on their learning performance. The research
adopted a randomized posttest with two-control-group design. Two major instructional treatments
were traditional and interactive concept maps embedded in the online hypertext material. One
hundred twenty-six undergraduate students from a public university in the U.S. participated in the
study. Student participants were segregated into two levels of self-directed learning groups. Three
criterion tests, including identification, terminology, and comprehension tests, were used to
measure students’ learning performance. Results indicated that (a) the interactive concept map was
superior to the traditional concept map in facilitating students’ knowledge acquisition, (b) students’
self-directed learning abilities did not influence their learning performance, and (c) the concept
mapping strategy did not increase students’ self-directed learning abilities.