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

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.


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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.