S. Kim MacGregor

HYPERMEDIA NAVIGATION PROFILES: COGNITIVE CHARACTERISTICS AND INFORMATION PROCESSING STRATEGIES

This study provides insights about how learning with hypermedia is mediated by system design and learner cognition. Videotaped observations were made of seventh and eleventh grade students using a commercially produced instructional hypermedia system. Analysis revealed differences among students in the paths taken, the type of nodes visited, the amount of time spent at each node, and think-aloud verbalizations. Three profiles of hypermedia navigation emerged from the data with each style characterized by a distinct set of information processing strategies. Analysis of the characteristics of the learners revealed that the students within each profile group had similar levels of prior knowledge, need for cognition, and self-efficacy. Student-generated concept maps appeared to be influenced by both the organization of knowledge within the system and navigation performance. Implications related to the design and use of hypermedia systems are considered.

Enhancing Project-Based Learning Through Online Between-Group Collaboration

This research explored how between-group collaboration enhanced the co-construction of knowledge and performance on project-based learning tasks of collaborative learning groups. The findings of 2 case studies, one that focused on between-group mentoring and one that focused on between-group project review, revealed that both strategies were perceived favorably by the students and had a positive impact on the collaborative learning skills, the knowledge revealed through their online dialogue, and the project performance of all students, especially the less effective groups. The results provide some insights into the computer-supported collaborative learning process among students in a higher education context.

Effects of a Computer-Augmented Learning Environment on Math Achievement for Students with Differing Cognitive Style

The relationship between cognitive style and success in a computer-augmented learning environment was investigated. Fifty-nine students enrolled in a developmental education course in algebra were assigned to one of two instructors and one of two treatment conditions (computer-augmented instruction or traditional instruction). Student cognitive style (field-independence-dependence) was determined by performance on the Group Embedded Figures Test. Significant variables identified from a stepwise regression included main effects for prior achievement, cognitive style, and instructor. In addition, a significant treatment by cognitive style interaction was found. Field-dependent students exhibited greater math achievement in a computer-augmented environment, whereas students with indiscriminate cognitive style demonstrated greater achievement in a traditional learning environment. The results supported the hypothesis that learning environments differentially effect students with dissimilar cognitive style characteristics.

Effects of Logo Programming on Understanding Variables

This study investigated whether there were significant differences in understanding the concept of variable and in attitudes toward mathematics among sixth-grade students (n = 89) who used a Logo graphics approach, students who used a textbook-based approach, and students who received no instruction on the concept of variable. A posttest of variable understanding (UCVI) was administered immediately and three weeks after instruction was completed. In addition, the Robustness Semantic Differential (an attitudinal survey) was given at the end of the instructional treatment. For the UCVI immediate test, the Logo group scored higher (p < .01) than the control group, but there was no significant difference between the Logo and the textbook groups. However, for the UCVI delayed retention test, the Logo group scored significantly higher (p < .01) than both the textbook and control groups. Analysis of the attitudinal survey indicated students had more positive attitudes toward computer-related aspects of instruction.

Computer Programming Instruction

AbstractThis study investigated the effects of teaching students to program the computer with an instructional approach that emphasizes student collaboration and structured design concepts. Sections of a high school computer science class were assigned randomly to one of two methods of programming instruction (individualistic-traditional or team-structured). The results from analyses of variance revealed a significant effect in favor of the team-based structured programming methodology on students’ programming performance and attitude toward programming. In addition, there were significant positive correlations between student ability to design solutions to programming problems and total programming performance and attitude toward programming. The findings are discussed with respect to implications for programming instruction in high school computer science classes.

The Development of High School Teachers’ Efficacy in Handling Student Misbehavior (TEHSM)

ABSTRACT The authors used representations associated with managing student misbehavior across disparate teaching experiences and teaching subjects to understand the development of teachers’ efficacy in handling student misbehavior (TEHSM), years of teaching experience, and teaching subject. Twenty-four high school teachers were individually interviewed. Transcriptions were analyzed employing content analysis. The comprehension, synthesizing, theorizing, and recontextualization of the data revealed 3 themes related to the development of TEHSM: (a) professional preparation and development from preservice through in-service years, (b) personal learning process, and (c) sources of support. Findings can inform the design of programs for the preparation and development of teachers.

The computer paint program: a palette for facilitating visual and verbal literacy

Abstract The goal of this research was to explore the relationship between the use of a computer paint program to create visual images and the subsequent verbal expression of these illustrations. First- and fourth-grade children created visual stories using either traditional media or a computer paint program and subsequently word-processed a verbal representation of their stories. Analyses indicated that the paint program visuals illustrated greater creative strength and the accompanying written stories were richer in detail. Additionally, the creative process varied across the two groups in that the students who used the paint program engaged in more peer collaboration, were more likely to experiment with media effects, and made more revisions in both their visual and written products.