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Caitlin Mull

MAIT 651 Hypermedia

September 4, 2017

Hypermedia in Teaching and Learning

Abstract
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The article Using Hypermedia as a cognitive tool; Student teachers experiences in

learning by doing by Zahide Yildirim investigated student teachers opinions about teaching

subjects using hypermedia based learning context. The article pose questions that relate to the

issues to using hypermedia in the classroom. The purpose of this study was to explore how

student teachers perceive learning through the use of a hypermedia cognitive tool in a

constructivist learning environment. The specific focus is student teachers opinions about using

hypermedia as a cognitive tool to learn the course content of Instructional Technology and

Material Preparation.

Caitlin Mull
MAIT 651
Hypermedia Article
September 4, 2017
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Hypermedia in Teaching and Learning

I recently researched the article,Using Hypermedia as a cognitive tool; Student teachers

experiences in learning by doing by Zahide Yildirim. The study investigated student teachers

opinions about teaching subjects using hypermedia based learning context. Today, there are a lot

of issues associated with technology and integrating it into learning and teaching. In addition to

all the issues, student teachers pose questions that relate to the issues. How do student teachers

perceive hypermedia as a cognitive tool? (Yildirim, Z.) How do they interact within such a

learning environment? (Yildirim, Z.) In what ways can they effectively learn with hypermedia,

when it is used as a cognitive tool? (Yildirim, Z.) Questions like these need to be explored in

order to understand what processes the student teachers go through as they construct their own

knowledge through the use of hypermedia. (Yildirim, Z.) Therefore the purpose of this study is

to explore how student teachers perceive learning through the use of a hypermedia cognitive tool

in a constructivist learning environment. (Yildirim, Z.) The specific focus is student teachers

opinions about using hypermedia as a cognitive tool to learn the course content of Instructional

Technology and Material Preparation. (Yildirim, Z.)

Because of this, a case study was started where student teachers used hypermedia as a

cognitive tool through interviews. The study included twenty-eight second-year Computer

Education and Instructional Technology students at Middle East Technical University in Ankara,

Turkey. (Yildirim, Z.) The students possessed basic knowledge concerning the design of

hypermedia along with associated computer applications. (Yildirim, Z.) In the group, high,

average, and low achievers (based on GPAs) were all represented. (Yildirim, Z.) Before the

study was initiated, the students were informed that the course would proceed within a project-

based constructivist learning context, and that hypermedia would be used as a cognitive tool.
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(Yildirim, Z.) Throughout the semester, the students were required to work in groups to develop

hypermedia relating to the course content. (Yildirim, Z.) At the beginning of the semester,

students formed groups with two to eight students and over eight weeks, the teacher taught the

content into sub groups and the groups investigated the content and wrote weekly journals.

There were twenty-eight participants in their second year at the technology school in

Turkey. Based off the data collected, Interviews were held to answer sixteen questions about the

study. After all the interviews, the data collected proved to be promising.

Most of the students mentioned that they preferred using hypermedia as a cognitive tool

in a constructivist learning environment to traditional classroom instruction. (Yildirim, Z.) They

stated that in traditional instruction, while the instructor was presenting the content, the students

could not focus their attention on the subject for a long time. (Yildirim, Z.) One group reported

that the constructivist approach conducted in this course was a very good approach; however, it

cannot be applied in all courses. (Yildirim, Z.) This group thought that they would have

difficulty applying this approach in all courses, because that would require far more work by the

students than they could possibly do. (Yildirim, Z.) The majority of the students stated that, even

though it was their first experience, writing weekly reflective journals and receiving weekly

feedback from the instructor made a significant contribution both to their learning of the subject

matter and to their efforts in determining the content of the hypermedia that they developed.

(Yildirim, Z.) All of the students stated that in order to present the content in hypermedia, they

first had to examine the content, search for information, and learn the content themselves.

(Yildirim, Z.) They indicated that their specific investigations into the subject matter, their

journal writing to form the content of the hypermedia, and their 113 receipt of feedback about

the journals all helped them in hypermedia development. (Yildirim, Z.) The results of this study
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reveal that the students found the strategy of using hypermedia as a cognitive tool to be effective

for constructing an understanding of the content. (Yildirim, Z.)

The results of this study offer important insights into how learners progress through the

use of hypermedia as cognitive tools in their knowledge construction processes, and how they

compare this learning context with a traditional one. (Yildirim, Z.) In addition, the results may

help instructional material designers/developers and practitioners in schools to better understand

the potential contributions and limitations of hypermedia as a cognitive tool in classroom

settings. (Yildirim, Z.) Though it requires commitment from both the students and the instructor,

using hypermedia as a cognitive tool is a valuable learning experience. (Yildirim, Z.) The results

of this study show mostly a positive outcomes arising from the use of hypermedia as cognitive

tool. (Yildirim, Z.) However, further research studies are needed to examine the full effects of

hypermedia as a cognitive tool for knowledge acquisition, in comparison to traditional classroom

instruction and other computer-based cognitive tools. (Yildirim, Z.)

Yildirim, Z. (2005). Hypermedia as a Cognitive Tool: Student Teachers' Experiences in Learning

by Doing. Educational Technology & Society, 8 (2), 107-117.

Article: http://www.ifets.info/journals/8_2/10.pdf