Cognitive Flexibility Hypertext and the Role of the Learning Task
Douglas M. Harvey, Richard Stockton College, United States ; David H. Jonassen, Roy Clariana, The Pennsylvania State University, United States
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study investigated how differences in task affected learner navigation choices, transfer of knowledge, and attitude toward the topic when using hypertext materials about sexual harassment that were designed using cognitive flexibility theory as a theoretical basis. Based upon the findings of the study, it appears that the two tasks (juror verdict and policy creation) did not have significant impact upon learner criss crossing or transfer. Therefore, it was also apparent that task had no relationship to transfer. Post hoc analyses on other variables, including learner beliefs about knowledge, were also not significantly related to the outcomes regarding navigation and transfer. However, there did appear to be a relationship between task type and learner attitude changes from the beginning to the end of the study, suggesting a possible affective dimension to the use of cognitive flexibility hypertexts that has not been previously reported or considered in the research literature.
Harvey, D.M., Jonassen, D.H. & Clariana, R. (2000). Cognitive Flexibility Hypertext and the Role of the Learning Task. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 423-428). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2000 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Dianne Battle & Nada Dabbagh, George Mason University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1089–1094
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