Remote learning technologies: Effectiveness of hypertext and GSS

We examine the effectiveness of two important technologies for remote learning. More specifically, we investigate the effect of hypertext on individual learning and the effect of group support systems (GSS) on collaborative learning. We propose and empirically test two models explaining these effects. The first model stipulates that hypertext can support knowledge construction by facilitating the transition from declarative knowledge to structural knowledge. The second model stipulates that GSS enhance knowledge construction by supporting the active participation and cooperation attributes of effective learning. Based on concept mapping techniques, the empirical results confirm predictions of both models.