Carmen's example above is great - it sets the learner up to learn based on the consequences of their actions, (I am assuming this as I cannot see the results of the Tab click). Good feedback when people make the incorrect choice, good affirmation with perhaps some further development of the learning when they make a correct choice.
Oh - there's also the learning that takes place when all are correct, and all are incorrect...because very often, the real learning point is that somethng "extra", (such as experience and/or judgement needs to be added to each individual situation) needs to be added.
Robert's original example was what I refer to as "electronic bullet points".
Too many (lazy?) Instructional Designers seem to think that just adding "flashy stuff" to courses makes them interactive and non-linear. It just adds a layer of technical wizadry to the boredom.
To Carmen's point about locking the courses to a --> z format. Many course sponsird do this because they are afraid.
They are afraid that they will have failed against, for example, an objective, if they do not shove the learning down the learners throats. It can often take some hard exchanges to achieve a culture change, i.e. to make them realise all those good "ID things" we all try to do every day. Sometimes you will fail, sometimes you will win them over.
Changing a "thinking culture" is a hard, and sometimes lonely road to tread.
Hope this adds to the thought-mix...