This paper looks at hypertext in the classroom as a technology of promise and problems. Hypertext has been envisioned by many to solve the problems that occur with linear writing. It is seen as a form of art closer to the way people think. Others believe it has the potential to break the hetero-patriarchy's rules and ideas of reading and writing. Still others suggest it could be a medium that connects male and female ways of writing without favoring either. Hypertext appears to be both a technology and a medium that fits the social constructive or epistemic pedagogy.

It may seem like hypertext has all the answers, but it appears that students in classrooms where hypertext is used end up confused. Many students are uncomfortable with the hypertext they have to read, which is often utopian or literary hypertext. They want better navigation, a sense of completion, and a work that fits their needs/desires. However, many of these same students spend countless hours surfing the Web without these same problems. What is it between these two hypertextual mediums that creates such a difference?

I look not only at the possibilities of hypertext, but the realities of hypertext in the classroom. I focus not only on the issues of promise and problems, but particularly a study that examines student reactions to hypertext and the Web. I focus on the perceived differences between the two media including their evaluations of hypertext and the Web for navigation, closure, confusion, comfort, usability, audience, completeness, and interest levels.