Hypertext appears to be a powerful cognitive tool supporting knowledge construction. A study was conducted to determine whether or not collaborative hypertext affects learning outcomes in the learning of basic concepts in informatics. We organized two courses about the basics in informatics using collaborative hypertext (experimental groups). Simultaneously, we ran two courses without collaborative hypertext (control groups). We analyzed learning and in this paper we present our preliminary results utilizing a SOLO taxonomy based measure. The study found that the use of collaborative hypertext does not improve cognitive learning outcomes in our context. This reflects the need for traditional uncomputerized learning methods at the start of learning informatics or the need to concentrate on improving the truthfulness of a collaborative hypertext-based learning environment. However, some students can derive benefit from collaborative hypertext under all circumstances and the next question will be how to find these students.