Article,
The influence of learner differences on the construction of hypermedia concepts: a case study
Computers in Human Behavior, 15 (1): 11--50 (Jan 1, 1999)
DOI: 10.1016/s0747-5632(98)00031-4
Abstract
This study employed the case study methodology, focusing on three students engaged in a group task. The students were grouped together based on their learning style and cognitive control differences: one student was an Assimilator/Field-Independent; another, a Converger/Field-Mixed; and the third, an Accommodator/Field-Dependent. The group task was to develop a concept map on hypermedia-related concepts. Our research focus was to determine how each of three students influenced the construction of the group concept map with their learning styles and cognitive controls framing our analyses. The data sources used were (1) their individual concept maps which they used during the group task, (2) the group concept map, (3) the transcriptions of the dialogue that took place when completing the group task, (4) their hypermedia knowledge, (5) their hypermedia experience, (6) features they identified as comprising a hypermedia environment, and (7) hypermedia insights. We found that the Assimilator/Field-Independent student was the most influential by having (1) the greatest similarity between her individual concept map and the group map, (2) the highest number of concepts added and the fewest number of concepts omitted, (3) the highest number of hypermedia features that were also included in the group concept map, and (4) the most complex links between concepts. The next influential was the Converger/Field-Mixed. The least influential was the Accommodator/Field-Dependent. Explanations are given from the learning style/cognitive control perspective. \copyright
Tags
- e-learning
- e-learning,
- empirical-study
- empirical-study,
- hypermedia
- hypermedia,
- individual-differences
