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Table 17.3 Means and standard deviations of pre- and post-tests across conditions reported by
structures, behaviors, and functions
Total
Nonsalient
S
B
F
S
B
F
F-hypermedia
Pre
8.70
(2.67)
1.50
(1.27)
4.30
(2.58)
2.80
(2.04)
0.30
(0.48)
1.40
(1.78)
10.80
(1.23)
5.90
(2.13)
1.00
(0.82)
Post
3.20
(1.13)
4.40
(0.84)
2.60
(1.65)
S-hypermedia
Pre
7.90
(2.42)
1.90
(0.99)
3.70
(2.06)
2.10
(2.02)
0.10
(0.32)
1.30
(1.42)
11.70
(0.95)
3.10
(1.10)
7.10
(2.28)
Post
4.90
(0.57)
0.50
(0.71)
2.80
(1.81)
Qualitative Results
The quantitative results represent one view of co-regulated learning, but we used
the qualitative data to further enrich our understanding of how the different hyper-
media structures affected students' co-regulated learning. To compare the discourse
of dyads across the two conditions, we selected two successful dyads from each
condition. The selection was based on the quantity and quality of the indicators of
cognitive processing, such as elaboration and metacognition, that were observed in
the collaborative discourse.
The focus of this analysis is on the three critical processes in co-regulated
learning: planning, monitoring, and evaluation. There were qualitative differences
in how dyads planned their exploration across conditions. Dyads who used the
F-hypermedia planned their exploration based on specific questions. In other words,
they selected links purposefully with goals of understanding particular phenomena.
In contrast, dyads using the S-hypermedia mostly planned their exploration either to
complete all the content in the hypermedia or without any clear goal. They first iden-
tified whether the content was explored before they made a decision on which link
to click. In addition to the differences in planning strategies in co-regulated learning,
dyads across conditions applied different strategies in the monitoring and evaluating
processes. The following excerpts illustrated an example of how an F-hypermedia
dyad (R and G) decided where they would go next in the hypermedia:
G: Why do we need oxygen?
R: Let's go there and find out.
G: But how does it do this?
G: Ok (reading hypermedia)
R: That is the only ATP cycle, rather complicated.
G: Which is basically what I said. I just
...
G: Yeah, and you just store it to like where we need it
R: Yeah, well, other related needs
...
need for sugar, need for transporting oxygen
and sugar
 
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