One hundred and eighty five undergraduates were resourced with hypertext lecture support documents that were readable with Internet browsers located throughout their campus. The materials included both a bulletin board facility and an email launcher. These features offered learners a more interactive engagement. Usage patterns and student attitudes to this resource were derived from system logs, questionnaires and focus group discussions. The materials were very popular but their study was assimilated to traditional patterns of paper-based learning. No significant use was made of the interactive features. Findings are interpreted in relation to the resilience of established cultures of communication and study within higher education.
['Charles Crook']
Making Hypertext Lecture Notes More Interactive: Undergraduate Reactions.