Cognitive Strategies and the Use of a Hypermedia Information System: An Exploratory Study.

Autor/inn/en	Hill, Janette R.; Hannafin, Michael J.
Titel	Cognitive Strategies and the Use of a Hypermedia Information System: An Exploratory Study.
Quelle	(1996), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; Computer Assisted Instruction; Computer Networks; Hypermedia; Information Systems; Information Technology; Knowledge Level; Learning Strategies; Metacognition; Online Searching; Search Strategies; Self Efficacy; Teacher Attitudes; Teacher Education; World Wide Web + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Computer based training; Computerunterstützter Unterricht; Computernetz; Computernetze; Kommunikationsnetz; Informationstechnologie; Wissensbasis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Online-Recherche; Suchstrategie; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; World Wibe Web
Abstract	The purpose of this study was to identify the strategies used by learners in an open-ended hypermedia information system. Four participants were drawn from an introductory technology-for-teachers course incorporating a unit on telecommunications. Participants completed a survey measuring reported knowledge in three domains (metacognitive, system, and subject) as well as self-efficacy toward technology. They searched for information using Netscape, thinking aloud as they searched. Data was collected and analysis was undertaken in several phases: scripting the search; reading through the data; segmenting according to research question; and encoding. Three major findings related to hypermedia information systems resulted from the study: a variety of strategies are used by learners; reported knowledge does have an effect on the strategies used; and perceptions of disorientation and level of perceived self-efficacy have an effect on the strategies used. Implications related to emerging information technologies, open-ended learning environments, and the ways learners think are considered. (Contains 45 references.) (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC