Hypermedia Applications in Web-based Teaching and Learning Environments: The Role of Databases as Intermediaries Richard Hartshorne University of North Carolina at Charlotte Richard E. Ferdig University of Florida Abstract There are numerous benefits associated with integrating hypermedia applications into teaching and learning environments. However, simply adding a hypertextual component does not ensure increased success in teaching or learning. Various issues can transform hypermedia into a constraint rather than an enabler of learning. For instance, problems occur when users are new to either hypermedia environments or the topic of study in which the hypermedia is integrated. We argue that a web-based database can act as an intermediary in the integration of hypermedia applications into learning environments. In this paper, we describe the reasons for using a web-based database as well as stages of implementation. We conclude with two examples of projects that utilize databases in hypermedia learning environments as well as methods for the development of database-driven hypermedia environments. INTRODUCTION With the recent increase in the use of hypermedia applications for teaching and learning (Grabowski & Small, 1997), it is important to consider both the beneficial and constraining factors associated with the relatively new educational tool. Research has provided evidence that the structure and navigational freedom associated with hypertext environments can positively impact the learning process in a number of ways (Ayersman, 1996; Dillon & Gabbard, 1998; Hartshorne, 2005; Hede, 2002; Jonassen, 1996; Landow, 1992). First, they provide non-linear access to information, allowing students more freedom in the learning process (Nielsen, 1995; Reed & Oughton, 1997). Second, they allow students to access information in depth (Collier, 1987). This affords complex representations of basic concepts and comprehensive illustrations of more abstract concepts. A third benefit of hypermedia applications is that they address many of the attributes that foster meaningful learning (Jonassen, 2000). They are engaging to the learner (Jonassen, 1989), allowing for active learner participation (Landow, 1992), involve complex, contextual situations (Jonassen, 1989), and promote reflection (Hede, 2002). Unfortunately, hypermedia technologies are not necessarily beneficial for all learning scenarios. Certain issues, such as learner ability, learner type, and level of learner activity, all impact the effectiveness of hypermedia learning systems. Dillon and Gabbard (1998) state that, while hypermedia “can offer techniques that can help the less able student perform better” (p. 345), lower ability learners typically have more difficulty effectively utilizing hypermedia. Jonassen and Wang (1993) found that field independent learners “are better hypermedia processors, especially as the form of the hypermedia Electronic Journal for the Integration of Technology in Education, Vol. 5 63