Abstract
The purpose of this study was to investigate whether supporting sixth grade students to monitor and regulate their group navigation behavior while reading from hypertext would lead to a rich understanding of domain knowledge. Metanavigation support in the form of prompts was provided to groups of students who collaboratively used a hypertext system called CoMPASS to complete a design challenge. Multilevel analysis techniques were used to understand how the provision of metanavigation support to groups interact with group navigation behavior and learner’s metacognitive awareness of reading strategies to affect individual learning. The findings of this study revealed that providing metanavigation support to the groups contributed positively in enabling students to gain a rich understanding of domain knowledge. Our findings also indicate that there was a significant negative interaction of students’ metacognitive awareness and perceived use of reading strategies and the presence of metanavigation support while interacting with hypertext.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models. Newbury Park: Sage.
De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2007). Applying multilevel modeling to content analysis data: Methodological issues in the study of role assignment in asychronous discussion groups. Learning and Instruction, 17(4), 436–447.
Fischer, F., Weinberger, A., & Mandl, H. (2004). Cracking the nut - but which nutcracker to use? Diversity to approaches to analyzing 23 collaborative processes in technology-supported Âsettings. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon, & F. Herrera (Eds.), Proceedings of the Sixth International Conference of the Learning Sciences – Embracing diversity in the learning sciences (pp. 23–26). Mahwah: Lawrence Erlbaum.
Hmelo-Silver, C. E. (2003). Analyzing collaborative knowledge construction: Multiple methods for integrated understanding. Computers & Education, 41, 397–420.
Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249–259.
Naidu, S., & Jarvela, S. (2006). Analyzing CMC content for what? Computers & Education, 46(1), 96.
Puntambekar, S. (2006). Learning from digital texts in inquiry-based science classes: Lessons learned in one program. In Proceedings of the seventh international conference of the learning sciences (pp. 564–570). Indiana, Bloomington.
Puntambekar, S., & Stylianou, A. (2005). Designing navigation support in hypertext systems based on navigation patterns. Instructional Science, 33, 451–481.
Puntambekar, S., Stylianou, A., & Hübscher, R. (2003). Improving navigation and learning in hypertext environments with navigable concept maps. Human-Computer Interaction, 18(4), 395–426.
Puntambekar, S., Stylianou, A., & Jin, Q. (2001). Visualization and external representations in educational hypertext systems. In J. D. Moore, C. L. Redfield, & W. L. Johnson (Eds.), Artificial intelligence in education, AI-ED in the wired and wireless world (pp. 13–22). Netherlands: IOS Press.
Rummel, N. & Spada, H. (2004). Cracking the nut – but which nutcracker to use? Diversity in approaches to analyzing collaborative processes in technology-supported settings. In Proceedings of the Sixth International Conference of the Learning Sciences (pp. 23–26). UCLA, Santa Monica.
Stahl, G., Koschmann, T., & Suthers, D. (2006). CSCL: An historical perspective. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 409–426). Cambridge: Cambridge University Press.
Strijbos, J. W., & Fischer, F. (2007). Methodological challenges for collaborative learning research. Learning and Instruction, 17(4), 389–393.
Stylianou, A. & Puntambekar, S. (2004). Understanding the role of metacognition while reading from nonlinear resources. Paper presented at the Sixth International Conference of the Learning Sciences (ICLS), Santa Barbara, CA.
Teasley, S. D., Fischer, F., Dillenbourg, P., Kapur, M., & Chi, M. (2009). Cognitive convergence in collaborative learning. Symposium ICLS 2009.
Valcke, M., & Martens, R. (2006). The problem arena of researching computer supported Âcollaborative learning. Computers & Education, 46(1), 1–5.
Acknowledgments
This research is supported by National Science Foundation’s early career grant (CAREER #9985158) to Dr. Sadhana Puntambekar. We thank the students and teachers who participated in the study.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Stylianou-Georgiou, A., Papanastasiou, E., Puntambekar, S. (2011). Analyzing Collaborative Processes and Learning from Hypertext Through Hierarchical Linear Modelling. In: Puntambekar, S., Erkens, G., Hmelo-Silver, C. (eds) Analyzing Interactions in CSCL. Computer-Supported Collaborative Learning Series, vol 12. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-7710-6_7
Download citation
DOI: https://doi.org/10.1007/978-1-4419-7710-6_7
Published:
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4419-7709-0
Online ISBN: 978-1-4419-7710-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)