Internet Learning and the Building of Knowledge
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Internet Learning and the Building of Knowledge By Juliann Corte ...

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Even a quarter of the individuals who deal with their own major health problems said the Internet plays either a major or at least important role. But, how effective is the Internet, and in particular the World Wide Web, in communicating health information to the public? Public perceptions of the value of information aside, is the Web truly valuable in this domain, and even if it is, can it be designed to become even more valuable?

In this volume, Juliann Cortese takes up the task of understanding the potential of the Web to provide information to the public on the topic of health, in particular the burgeoning area of alternative medicine. As with television news, much of the health-related information available on the Web since its inception a little over a decade ago has taken a form little different from prior forms of mediated information like television and magazines. Designers and practitioners are still trying to find the best way to use the interactive nature of the Web to most effectively convey information to those who need it. Although the creativity of designers may present new approaches, any design advances should be tested through formative and evaluative research to assess their contribution. Too many supposed improvements in other media have led to actually detrimental effects.

Cortese’s approach begins with a focus on theories of human cognition, information processing, and learning to anticipate ways in which the Web can be used to improve upon prior approaches communicating health information. She identifies the use of pop-up windows as a means to convey information to encourage understanding of word definitions and the relationships among related concepts in a text. These “definitional” and “relational” site designs play to the strength of the Web and its interactive nature—providing just the right information at just the time it is needed but otherwise not allowing it to distract from the primary text.