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Fig. 17.2 Opening screen of the structure-oriented hypermedia
at least 40 min. After exploring the hypermedia, participants completed an individ-
ual posttest and a questionnaire on their attitude toward using the software and the
collaborative learning activities. The dyads were both video- and audio-taped. The
experimenter observed all sessions but would remind participants of the minimum
40-min limit if they worked too quickly.
Coding and Analysis
The tapes were transcribed verbatim, blind to condition. All transcriptions were
marked with conversational turns. The coding categories used in this study were
driven partly by Azevedo et al. (2004a) inclusions of SRL variables derived from
students' self-regulatory exploration, and partly by a process of inductive analyses
of our data. Table 17.1 illustrates all the coding categories (including respective def-
initions and examples) involved in this step of analysis, which may be grouped into
four major categories: planning, monitoring, evaluation, and unrelated topics. The
first three sets of categories refer to the major mechanisms involved in SRL (Karoly,
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