Teaching Hypertext and Hypermedia through the Web
Paul M. E. De Bra
(Eindhoven University of Technology
debra@win.tue.nl)
Abstract: Since early 1994 the introductory course 2L670,
"Hypermedia Structures and Systems", has been available on World
Wide Web, and is an optional part of the curriculum in computing
science at the Eindhoven University of Technology. The course has
since been completed by more than 200 students from three different
universities, two in the Netherlands and one in Belgium. Since January
1st 1996 the course is also offered at two more Dutch universities and
at the Dutch Open University. In order to participate in this course
the student only needs a World Wide Web browser. There is no need for
separate e-mail, netnews, bulletin boards or ftp software. In this
paper we present the technical environment for the latest edition of
the course, which features automatic evaluation of small assignments,
a repository for assignment work, a discussion system, and complete
monitoring of each student's progress. We also reflect on the previous
architecture, used for the first 200 students, and draw lessons from
that experience. Key Words: hypertext, courseware, document repository,
discussion groups, monitoring progress
1 Introduction
In the spring of 1993 the Department of Computing Science of the
Eindhoven University of Technology agreed to add an optional course on
hypertext and hypermedia to the curriculum [De Bra 94]. In order to
give the students some hands-on experience with hypertext while
studying this course we decided to offer the course text in hypertext
form, using World Wide Web technology. We also decided to offer the
text as a real hyperdocument, not having a linear or strictly
hierarchical structure. The URL (or Web address) for the course is
http://www.win.tue.nl/2L670/. The course text is written in HTML-3.2,
a standard version of the HyperText Markup Language used on World Wide
Web. Only features supported by most current WWW browsers are used. The course places a focus on principles and practice, not on fancy
features and multimedia applications. The aim of the hypermedia course
is to teach students how to create hyperdocuments that are easy to
use, how to develop hyperdocuments from information items and semantic
relationships, and how to build hypermedia systems that offer a rich
set of useful navigation aids. World Wide Web is the enabling
technology, but not the subject matter of the course. Hypermedia
functionality not (yet) offered by the Web plays an equally important
role as the features offered by popular browsers and servers. In this paper we focus on the use of World Wide Web technology to make
such a course possible, and on the tools we developed and/or used to
help both the teacher and the student throughout the course. These
tools include tracking student progress, automatic evaluation of
intermediate and final knowledge tests, an upload and grading facility
for assignment work, and a Web-based discussion system. For remote
students without permanent Internet connection (like the students of
the Open University) most of the course text also remains available in
a static form. Thus, students can download the text and read it
off-line to avoid a high phone bill. (In Europe even local phone calls
are charged per time unit.) Page 797
2 Initial Experience with On-Line Hypertext Courseware
At first the hypermedia course was just an "ordinary" course, taught
in a classroom. For such classes, students typically get a book, a
reader, or some other kind of hand-out, and they take notes during the
lectures. With the hypermedia course the "book" was only available
on-line, and the classrooms were not equipped with computers on which
the students could make annotations to the pages that were being
discussed. In order to give students the opportunity to study the
course with a computer, the actual teaching in class was cancelled
after four semesters (two in Eindhoven, The Netherlands, and two in
Antwerp, Belgium). This immediately made it a lot easier to offer this
course to students from other universities. Since January 1996 the
course is available to students from six different universities in two
countries. Like many courses at the Eindhoven University this course consists of
two parts: the students have to read a substantial amount of
information, and they have to complete an assignment to show that they
understand and master the principles taught in this course. This
second aspect is of course more important than the first. The hypermedia course deals with the following subjects (chapters):
- - introduction
- - definition of hypertext and hypermedia
- - history of hypertext and hypermedia systems
- - reference models for hypermedia system architecture
- - navigation (or browsing) in hypertext
- - information retrieval in hypertext
- - authoring and converting text to hypertext
- - distribution and concurrency issues
- - future evolutions
From this list it is clear that there is quite a bit of overlap
between subjects. Concepts are illustrated by pointing to the features
of systems in the historic overview. Converting text to hypertext
involves navigational aspects, and writing hypertext is often done in
a distributed way, by means of collaborating authors working
concurrently. Because of this (and a lot more) overlap there are many
cross-references between subjects, making the course text a real
hyperdocument, which is difficult to reduce to a linear (book)
structure. Students have sometimes complained about the lack of a printed version
of the course text. For other courses it would probably be better to
offer such version, but for the hypermedia course we considered it
more important to give the students some hands-on experience with a
hyperdocument. In order to determine whether students have read most or all of the
course text, a multiple-choice test is included. The students have to
answer 20 questions, by selecting one out of four or five possible
answers, or for some questions one or more out of four or five
possible answers. To make it more difficult to solve this quiz by
guessing, the student has to answer all 20 questions before getting a
score. The only information given to students is the number of correct
answers. Every time the student completes all questions, and submits
them for automatic evaluation, the score is logged. These logfiles can
be used to verify whether a student makes a very large number of
attempts to guess the right answers, and also to check whether a
student doesn't simply copy the right answers from a friend, and
answers all questions correctly on the first or second attempt. The questions are sufficiently difficult and tricky to make it very
unlikely that anyone Page 798
will answer all of them correctly the first time around. In [4. Using
Multiple-Choice Tests] we give some suggestions on how to make better
use of multiple-choice tests. The students' grades depend only on the assignment work. Answering all
questions of the multiple choice test correctly is just a prerequisite
for being allowed to turn in the assignment. This, and the fact that
the test is the same for all students, does not encourage them to put
a lot of effort in trying to find the right answers in the course
text. About 40% of the students copy the answers from a friend (and
answer all questions correctly on the first or second
attempt). Another 20% is very sloppy and require 50 attempts or
more. It appears that these students start from the quiz, and search
through the course text for information to get more and more correct
answers, instead of reading the complete text before making the first
attempt at the multiple-choice test. So far no disciplinary actions
have been taken against these students, but the evaluation quiz will
be changed as described in [4 Using Multiple-Choice Tests] to make
such abuse less likely. The assignment for this course is the conversion of a linear document,
the State of the Art Review on Hypermedia Issues And Applications
[Balasubramanian 93] to hypertext. This means dividing the document
into fragments of a reasonable size and creating a hierarchical link
structure as well as a reasonable number of cross-reference
links. (Advice on how to do this can be found throughout the course
text.) In order to perform well on this assignment the students need
to understand hypertext concepts well, as described in the course
text, and they also need to study the document they have to convert to
hypertext. (For the assignment a hypertext review is more useful than
a document on any random topic.) The students have to encode the
hypertext structure by means of HTML, so their hyperdocument can be
read using a WWW browser. In order to grade the assignment, a locally developed tool www2dot is
used. This tool extracts the link structure from set of HTML
documents, and produces a graph, which is visualized by means of the
dot program from Bell Labs, which is freely available to universities
(after signing a license agreement with AT&T) [Koutsofios and North
91] [North and Koutsofios 94]. This graph structure is used as the
main basis for the evaluation. It clearly shows the hierarchical
structure of the generated document, and the cross reference links (or
the lack thereof). The possibilities for dividing the source document into pieces, and
for marking it up using HTML, are almost unlimited. Some students also
add special links to indicate the original linear structure, and to
point to section and chapter index pages. Although such additions are
helpful for the reader of their document, they make it more difficult
for the teacher to grasp the real link structure of the hyperdocument
the students have generated. Only one case of fraud has been discovered so far. Two students did most of the
work together, resulting in identical structure and HTML markup. They later added
some differences, mainly in these extra links to index pages, but not enough differences
to not get caught. In [5 Automatic Distribution and Evaluation of Assignment Work]
we suggest a way to make it easier to detect cases of fraud. Although this first edition of the course has proven to be usable, and
the effort to put the course on line has paid off, mainly because the
final grading of a student project can be done in under 15 minutes, a
number of problems and suggestions for solutions have emerged over the
past two years. In the subsequent sections we discuss these
improvements, not only for this course, but for hypertext courseware
in general. Page 799
3 Tracking Students' Progress
The non-linear, non-hierarchical structure of the course text makes it
difficult for students to keep track of their progress, i.e. to decide
howmany, and which pages they still have to read. The anonymous nature
of World Wide Web access implies that this information is not present
in the server log files either. The teacher cannot even deduce from
the server log how many students are taking the course. Each student
completing the assignment is a surprise to the teacher. (Strictly
speaking the teacher can already find out about students when they
make their first attempt at the multiple-choice test because these
attempts are logged separately, with the students' names.) Another problem students are faced with is distinguishing pages that
belong to the course from other documents on World Wide
Web. Throughout the course there are links to other relevant
information that is not really a part of the course. A student has to
watch the URL of the document as displayed by the WWW browser to
notice leaving the course text. We have developed a system to track each student's progress. Students
now have to register at the beginning of the course. All pages of the
course are delivered by a CGI-script, a program that runs on the WWW
server, and that keeps track of a student's actions. The student is
tracked by supplying pages with the student's identification embedded
in the URL (name) of each page. A list of pages that were read, and
one of pages still to be read, is part of a standard banner, added to
every page of the course. A student can thus easily find out which
pages still have to be read, and the generated list contains active
links to these pages. Also, the absence of the banner is a visual
indication that the student has followed a link to a page outside the
course text. We show an example of the standard banner below [Fig. 1].
Figure 1: Banner of each page of the hypermedia course.Note that the banner has a link to the home page of the university,
the home page of the teacher, which has all address and email
information, and to the discussion list, described in [6 A Discussion
System on World Wide Web]. The banner indicates how many pages there
are in the course, and how many have been read. Another advantage of keeping track of the student's progress is that
it becomes possible to provide context-dependent information. When
following a link to a page the student is not yet ready to understand,
the system could give advice on which pages to read first, or it could
add some extra explanation of terms for which the student has not yet
read the definition. Also, superfluous links to pages with definitions
which the student has already read can be removed from other pages
before presenting them. (The current courseware does not yet take
advantage of this possibility.)
4 Using Multiple-Choice Tests
The multiple-choice test in the hypermedia course serves only one
purpose: to verify whether a student has read, understood and
remembered the course text. The level of Page 800
understanding that is needed to complete the test successfully may
come as a surprise to the student. Therefore, small tests at the end
of each chapter are added, to test the student's knowledge throughout
the course, and to guide the student to additional information or
explanations that may be needed. To use multiple-choice tests as an aid while studying the course text,
it is necessary to offer explanations in case the student gives a
wrong answer. (This explanation may contain links to course text
pages.) Below is an example of a multiple-choice question [Fig. 2],
and a possible reply from the courseware [Fig. 3]. The "final" test
with 20 questions, at the end of the course, does not provide such
informative feedback.
Figure 2: Example of a multiple-choice question.
Figure 3: A possible reply to a wrong answer.For each test the teacher can provide more questions and answers than
are presented to the student. The software randomly (based on the
student id) picks some questions and answers, and presents them in
random order. This makes it harder for students to communicate the
correct solutions. In the new version of the courseware the final test
with 20 questions is taken from a set of 50 questions. A final factor in the use of these tests is their influence on the
student's grade. Experience with some other courses has shown that
students tend to put more effort into tests that count towards their
final grade than into tests or assignments that do not count. For the
final test the number of attempts and the number of correct answers in
each try are counted. For the intermediate tests only the correct
answers on the first try are taken into account. Page 801
5 Automatic Distribution and Evaluation of Assignment Work
The distribution of the assignment, the actual project work, and turning in the completed
assignment all have proved to be problematic:
- - The document to be converted to hypertext, and the HTML markup
language used for the hyperdocument to be generated offer many
possibilities for variation, but do not rule out the possibility of
students either producing exactly the same result accidentally, or on
purpose by copying. By means of a random generator slight variations
can be introduced that are easy to find in the completed
assignment. Such variations make it easier to detect fraud (by
examining the generated document), without having to keep all projects
of all students for many years (for comparison with new project work).
- - The project work requires many skills, related to authoring
hypertext, such as selecting an appropriate page size, creating an
appropriate structure of hierarchical and cross-reference links,
adding links to the list of bibliographical references, etc. The most
common problem with the assignment is that about 15% of the students
"forget" to create cross-reference links, thus generating a purely
hierarchical link structure. By means of small assignments, after each
chapter, the required skills can be learned more or less separately,
before starting the final project. Such small assignments, like
generating a graph simulating a hyperdocument's structure, can be
easily graded automatically. A small assignment can teach students
that for this course a purely hierarchical structure is not
acceptable. They can then realize they have to create cross-reference
links before completing the final project.
- - Handing in the project has been the biggest problem in the
past. The students in Eindhoven and Antwerp have accounts on a Unix
machine. The assignment work can be easily copied from their home
directory. Unfortunately, many students fail to set the file
permissions right so the teacher can access their work while their
fellow students cannot. (Many students block access to everyone,
including the teacher.) For both the smaller assignments and the
final project, the DReSS system can now be used [De Bra and Aerts
95]. This "Document Repository Service Station" makes it possible to
upload documents or even complete directories to the department's Web
server by means of a form that is part of the course text.
DReSS is similar to the well known BSCW system [Bentley et
al. 95]. (BSCW stands for "Basic Support for Collaborative Work".)
DReSS is much simpler than BSCW. It only provides upload and
modification facilities, with full authorization facilities, but no
version control or workspace overviews. Some newer browsers support
file upload. DReSS uses a different upload method, with a small
helper application that can be downloaded from the course text, and
that is very easy to install. With DReSS students can upload a whole
directory at once. (With BSCW or the browser-supported file upload
this would not be possible.) The advantage of using DReSS instead of
direct file access to the students' directories is that, after
uploading an assignment, the work can be checked using CGI-scripts,
because it becomes part of the Web server's document space.
6 A Discussion System on World Wide Web
Students from different universities almost never meet in person. A
discussion platform enables them to exchange ideas and remarks on the
course. Instead of using a mailing Page 802
list, which would require the students to get acquainted with e-mail,
and mailing list archives, we have selected the WWW-based Futplex
system [Holtman 95], developed at the Eindhoven University. Futplex
has been used in several projects and Web sites already, including the
Digital City of Amsterdam. Futplex lets students talk publicly by posting messages and replying
to others' messages, and they can create new pages, representing new
lines of discussion. Each time a student enters the Futplex system, an
index page to all recently added messages is presented. Futplex offers
most of the functionality of Internet Netnews, but does so through the
Web. It allows special "chat" pages, for discussions of a very
temporary nature, and it also allows "shouting" to quickly get in
contact with another student.
7 Conclusions, Advice and Future Work
7.1 Conclusions and Advice
World Wide Web offers interesting possibilities for creating on-line
courses. Our experience with four semesters of teaching the course
2L670 on "Hypermedia Structures and Systems" for students from three
universities, and with adapting the course for students from two other
universities and the Open University, leads to the following
conclusions and remarks:
- - Not having a paper version of the static portion of the course
text is a disadvantage. For most courses it should be possible to
offer a printout. (For the hypertext course we explicitly wanted a
hypertext document.)
- - The anonymous nature of World Wide Web makes it difficult (for
the teacher and the students) to find out what each student has
read. Our new tracking software solves this problem by generating
personalized logging information.
- - On World Wide Web everything is connected. We have provided a
uniform banner to distinguish pages of the course text from other Web
documents.
- - Students can be helped by intermediate tests and assignments, in
addition to a final test and project. Small projects can easily be
evaluated automatically.
- - Multiple-choice tests should be varied automatically to prevent
copying.
- - The DReSS system enables students to hand in their assignment
work through the WWW browser, and allows verification of the work by
means of CGI-scripts on the WWW server.
- - The Futplex system lets students from different universities
discuss the course with each other, and with the teacher. It only uses
the WWW browser and server, so it does not require setting up email
software and mailing lists.
7.2 Future Work
In the future we will use DReSS and Futplex to enable students from
different universities to not only discuss the course but work on the
project together. We also plan to upgrade the course text to full HTML-3.2, making use
of stylesheets to make the presentation more attractive, and of
client-side imagemaps to improve the efficiency and reduce the server
load. We also plan to include dynamic illustrations using Java. We
wish to keep most of the interaction server-based however, in order to
remain able to do logging of each student's progress. From the list of course topics, given in [2 Initial Experience with On-Line Hypertext
Courseware] it is clear that the first three subjects have an introductory nature while Page 803
the others are more advanced. The hypertext courseware offers links to
all of them. There is nothing that prevents students from jumping
straight to an advanced chapter, not understanding what is explained,
and subsequently getting lost. A new version of the courseware will
dynamically adapt the link structure to the student's knowledge
state. Throughout the course text links may conditially appear or
disappear while the student is gaining knowledge. Also, the content of
nodes can be modified, to avoid or use technical terms depending on
whether the student has studied their definition or not. An initial
experiment with this dynamic version of the hypermedia course is being
carried out at the University of Antwerp (URL:
http://win-www.uia.ac.be/u/debra/INF706/). More universities and other institutes for higher education have
expressed interest in offering this course to their students. Further
automation of the evaluation and grading of assignment work will be
needed to cope with the increasing number of students taking the
course.
References
[Balasubramanian 93] Balasubramanian, V.: "State of the Art Review on
Hypermedia Issues And Applications."; Independent Research Report part
of PH.D. Program, Graduate School of Management, Rutgers University,
Newark, NJ. Converted to HTML by Denys
Duchier. (http://www.isg.sfu.ca/duchier/misc/hypertext_review/),
(1993).
[Bentley et al. 95] Bentley, R., Horstmann, T., Sikkel, K., Trevor,
J.: "Supporting collaborative information sharing with the World
Wide Web: The BSCW Shared Workspace system"; Fourth International WWW
Conference, Boston, WWW Journal, 1 (1995),
63-74. (http://www.w3.org/pub/WWW/Journal/1/bentley.151/paper/151.html)
[De Bra 94] De Bra, P.: "Hypermedia Structures and Systems"; Course
2L670, Eindhoven University of Technology,
(1994). (http://www.win.tue.nl/2L670/)
[De Bra and Aerts 95] De Bra, P., Aerts, A.: "Multi-User Publishing
in the Web: DReSS, A Document Repository Service Station"; NLUUG
Autumn Conference, "Publishing on the World Wide Web", Ede, (1995),
13-26. (http://www.win.tue.nl/debra/dress/dress-paper.html)
[Holtman 95] Holtman, K.: "The Futplex System"; ERCIM Workshop on
CSCW and the Web, GMD, Sankt Augustin, (1995), 25-30.
(http://orgwis.gmd.de/W4G/proceedings/futplex.html)
[Koutsofios and North 91] Koutsofios, E., North, S.C.: "Drawing
graphs with dot"; AT&T Bell Labs, Murray Hill, NJ, 59113-910904-08TM,
(1991). (ftp://ftp.research.att.com/dist/drawdag/dotdoc.ps.Z)
[North and Koutsofios 94] North, S.C., Koutsofios, E.: "Applications
of Graph Visualization." AT&T Bell Labs, Murray Hill, NJ, (1994).
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