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Effects of Precomputer Website Framing on Student Recall and Knowledge Restructuring
Article

, Memorial University of Newfoundland, Canada ; , Edith Cowan University, Australia

IJET Volume 7, Number 2, ISSN 1077-9124 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study examined the effects of student-created paper-based website frames on their recall and knowledge restruc-turing. Statistical and observational comparisons were made of 25 students' knowledge and web page products in Frame and Nonframe groups. The Nonframe group outperformed the Frame group on the posttest immediately after class lec-tures. While both groups improved in their knowledge of content after the authoring activity, the experimental (Frame) group had a statistically superior improvement in test scores (n=18) and out-performed the control group (the group with-out the precomputer framing activity) on the final recall test. Implications of the study are reported and future directions discussed. The results are intended to inform researchers and teachers about how to reverse a trend among students who prefer to approach website programming as a technocentric design activity that is largely dependent on the capabilities of the computer system.

Citation

Brown, E. & Mann, a.B. (2001). Effects of Precomputer Website Framing on Student Recall and Knowledge Restructuring. International Journal of Educational Telecommunications, 7(2), 129-163. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved February 22, 2019 from .

Keywords

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  2. Student teachers as educational Web site creators: an evaluation of their difficulties with regard to the Web design and development process within a constructivist and collaborative learning environment

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