Exploring individual processes of knowledge construction with hypertext

Author: Balcytiene A.

Source: Instructional Science, Volume 27, Number 3-4, July 1999 , pp. 303-328(26)

Publisher: Springer

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Abstract:

This empirical study reports on cognitive activities when hypertext readers construct interpretations, appreciate multiple perspectives and become able to manipulate the knowledge-construction process itself. A variety of methods of data collection for exploring the cognitive activities of students were produced. Quantitative results show that, in general, all students profit from their learning activities. A more detailed analysis reveals that low-prior-knowledge students benefited more from working with the hypertext program than those with high prior knowledge. From qualitative data analysis, three typical hypertext reading patterns were discovered: (1) systematic reading, (2) systematic versus explorative reading, and (3) exploration due to individual preferences. Also, it was found that, on the basis of their hypertext reading behaviour, the students could be divided into two groups, which are called self-regulated and cue-dependent learners. It seems that information presentation with hypertext appears to be the most beneficial to self-regulated readers who are to a higher degree capable of using metacognitive skills and possess, at the same time, a lesser degree of test anxiety. It is the self-regulated learner who profits most from a hypertext program.

Keywords: cognitive flexibility theory; cultural heritage; hypertext; individual differences; knowledge acquisition; metacognition

Language: English

Document Type: Regular paper

Affiliations: 1: Vytautas Magnus University, Department of Informatics, Vileikos 8, LT-3035 Kaunas, Lithuania; Phone: +370-7-794666; Fax: +370-7-794680; E-mail: abalcy@santaka.sc-uni.ktu.lt

Publication date: 1999-07-01