Exploring new criteria to design materials for online education

Nevertheless, learners often do not exploit fully the potential of hypermedia resources: sometimes they explore the different options available to them to only a shallow level; in other cases, they revise the teaching materials on paper and attempt to read the material linearly, though the material was not designed to be used in this way; and at times, they find it difficult to choose between the numerous navigational paths and are apprehensive about adopting an active role, which is consistent with the risk of feeling lost in “hyperspace” (Burbules and Callister, 1996).