Advisement gave recommendations to the learners on the sequence to follow and visual aids to aid in orienting the hypertext environment. Pretest results were used to divide the low and high prior knowledge groups into one of the four treatment groups. Students in the limited-access condition had significantly higher posttest scores. Students in the free-access group reported a higher positive attitude for advisement. Advisement was helpful in preventing disorientation in the free-access condition.
Younger students perform more effectively with less learner control.
Advisement is not necessary in a limited-access condition. Learners with different levels of prior knowledge required different instructional approaches.