Knowledge Construction and Knowledge Representation in High School Students’ Design of Hypermedia Documents
Pearl Chen, California State University, Los Angeles, United States ; Diane McGrath, Kansas State University, United States
Journal of Educational Multimedia and Hypermedia Volume 12, Number 1, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study documented the processes of knowledge construction and knowledge representation in high school students' hypermedia design projects. Analysis of knowledge construction in linking and structural building yielded distinct types and subtypes of hypermedia documents, which were characterized by four features of knowledge representation: (a) typography, (b) associativity, (c) nonlinearity, and (d) abstraction. Students were found to have diverse knowledge construction processes and considerable variation in their ability to use hypermedia for knowledge representation. Their perceptions of the design experience suggested that difficulty in using hypermedia for conceptual building was related to their lack of experience in intentionally constructing a structural representation. Designing hypermedia documents for content area learning allowed students to be authors of knowledge and thus provided opportunities to develop effective cognitive and knowledge representational skills. This study provided initial evidence of the nature of complex learning in constructing hypermedia documents. Some processes involved in the transformation of knowledge were discussed. However, further research is needed to provide full understanding of the nature of this transformation.
Chen, P. & McGrath, D. (2003). Knowledge Construction and Knowledge Representation in High School Students’ Design of Hypermedia Documents. Journal of Educational Multimedia and Hypermedia, 12(1), 33-61. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2003 Association for the Advancement of Computing in Education (AACE)
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Pearl Chen, California State University, Los Angeles, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 661–665
Abigail Garthwait, University of Maine, United States
Journal of Educational Multimedia and Hypermedia Vol. 16, No. 4 (October 2007) pp. 357–375
Donna Wake, University of the Ozarks, United States
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2696–2701
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