Hypermedia as a cognitive tool: Student teachers' experiences in learning by doing

Date

2005-04-01

Author

Yıldırım, Zahide

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

185
views

0
downloads

This study investigates student teachers' opinions about learning "instructional technology and material preparation" subjects in a hypermedia-based constructivist learning context. A qualitative case study design was employed. The students of one classroom were the focus of an in-depth investigation by means of interviews, which were designed to elicit these students' perceptions concerning the use of hypermedia as a cognitive tool in the learning process. The study sample consisted of twenty-eight second-year students who enrolled in the Instructional Technology and Material Preparation Course in the Fall of 2001 at Middle East Technical University in Ankara, Turkey. The study lasted fourteen weeks ( two hours per week). In the group, high, average, and low achievers ( based on their GPAs), and both males and females were represented. An interview schedule consisting of sixteen questions was designed to obtain the students' opinions about developing hypermedia as a cognitive tool to learn the subject. The data collected through the interviews were subjected to content analysis. The results indicate that the majority of the students preferred the hypermedia-based constructivist learning environment in the course to a traditional learning environment. The students thought that the hypermedia-based constructivist learning environment helped them learn the subject matter more effectively.

Subject Keywords

Hypermedia, Cognitive tools, Constructivism, Project-based learning

URI

https://hdl.handle.net/11511/56055

Journal

EDUCATIONAL TECHNOLOGY & SOCIETY

Collections

Department of Computer Education and Instructional Technology, Article

Suggestions

OpenMETU
Core

Near and far transfer of learning in mathematics lesson designed based on cognitive load theory principles :a case study Tüker, Banu Gonca; Yıldırım, Zahide; Department of Computer Education and Instructional Technology (2013) The purpose of the study is to explore the contributions of learning tasks-involving worked examples, diverse worked examples, completion examples requiring backwards/forward fading, self-explanations and group discussions on near transfer and far transfer of learning towards learning, understanding and interpretation of mathematics. As a qualitative research approach, instrumental case study was used in this study. Qualitative data and quantitative data were collected from 30 students (female=19 and male=1...
Facilitators and distractors of effective learning: perceptions of middle school students, teachers, and parents / Kasapoğlu, Koray; Yıldırım, Ali; Department of Curriculum and Instruction (2014) This study aims to explore teachers’, students’, and their parents’ conceptions of effective learning and to examine factors that facilitate or distract effective learning in social studies and science courses at the sixth and seventh grades. The study, through a qualitative, phenomenological research design, was conducted in eight middle schools in Afyonkarahisar, Turkey. The participants were 16 teachers, 48 students, and 24 parents. Data were mainly collected through individual interviews with teachers a...
Preservice physics teachers knowledge about and use of students pre instructional thinking Yıldırım, Ufuk; Özdemir, Ömer Faruk (null; 2009-09-04) The purpose of this study was to understand preservice physics teachers’ knowledge about and use of students’ pre-instructional thinking in their instructional practices. The data were collected in an instructional methods course designed for preservice physics teachers (PST). Two types of data sources were used: PSTs’ written predictions about students’ pre-instructional thinking for some specific physical situations and their microteaching practices. The analyses of data showed that although PST’s have kn...
Self-Efficacy Beliefs and Self-Regulated Learning Strategies of Prep School Students and Their Relation with Language Proficiency Levels Çimenli, Betül; Hırçın Çoban, Merve (2019-01-01) The main purpose of this study is to uncover prep school students’ self-efficacy beliefs and self-regulated strategy use in different proficiency levels. In accordance with this, this study aims to find out the relation between self-efficacy beliefs of students and their use of SRL strategies, and figure out to what extent self-efficacy beliefs, SLR strategies use of students and gender can predict their proficiency level. The study was conducted at a private university in Ankara in the academic year 2017-2...
Mode-method interaction: the effects of inquıry vs. expository and blended vs. face-to-face instruction on 9th grade students’ achievement in, scıence process skills in and attitudes towards physics Çetin, Ali; Özdemir, Ömer Faruk; Department of Secondary Science and Mathematics Education (2013) The purpose of this study is to find out the main effects of instructional modes (blended and face-to-face), teaching methods (inquiry and expository) and the interaction effects between them on 9th grade students’ physics achievements, science process skills, and attitudes towards physics. To achieve this purpose, 2x2 factorial design with four treatment groups were constructed, blended inquiry (W-INQU), blended expository(W-EXPO), face-to-face inquiry (INQU), and face-to-face expository (EXPO). Two web en...

Citation Formats

Z. Yıldırım, “Hypermedia as a cognitive tool: Student teachers’ experiences in learning by doing,” EDUCATIONAL TECHNOLOGY & SOCIETY, pp. 107–117, 2005, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/56055.