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|Title:||Examining the Fluctuation of Strategy Use during Learning with Hypermedia|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Moos, D. & Azevedo, R. (2006). Examining the Fluctuation of Strategy Use during Learning with Hypermedia. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 481-487). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||What strategies do students use when given conceptual scaffolds while learning with hypermedia and when do students use these strategies during learning? We collected think-aloud, pre-test, and posttest data from 37 undergraduates to examine these two research questions. Participants were randomly assigned to either the No Scaffolding (NS) or Conceptual Scaffolding (CS) condition, and individually completed one 30-minute learning task during which they used hypermedia to learn about the circulatory system. Results suggest that students in both conditions used some strategies inconsistently during learning. Specifically, the frequency with which students took notes, re-read, and selected new informational sources significantly fluctuated throughout the 30 minute learning task. Results also indicate that students in the conceptual scaffolding condition summarized significantly more during the 30-minute learning task. Discussion of how these findings are related to previous literature examining learning with hypermedia is provided.|
|Appears in Collections:||ICLS 2006|
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