Learning with the WWW: What does the research show

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Learning with the WWW What does the research
show?

• Andrea Peach
• Georgetown College

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Topics

• How the web is used in K-12 education.
• What the research shows about using Educational
  Technology in general and the web specifically in
  K-12 education.

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Method

• Present the research summary findings
• Show examples
• Discussion

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How is the web used in education?
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Instructional Delivery

• Learning issues in web-based instructional
  delivery are similar to issues in hypermedia
  research

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Hypertext/Hypermedia

• Hypertext is essentially non-sequential writing
  (Nelson 1987)
• Nodes of information linked together, typically
  with some type of structure.
• Addition of media (audio, video, graphics) to
  hypertext is called hypermedia

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The web is one big hypermedia production!!!!

• A web page a hypermedia node.
• Web pages are linked to other nodes.
• Web pages can contain text, graphics, audio or
  video

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The shape of web-based instruction
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Structure of Hypermedia Learning Systems

• By definition, hypermedia is non-linear.
• The structure of the actual hypermedia content,
  however, is determined by the creator of the
  content.
• Some web sites are highly structured, many times
  almost linear in nature.

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Linear web-based learning

• The Biology Project -- The University of Arizona
  http//www.biology.arizona.edu/biochemistry/tutori
  als/chemistry/main.html
• The Interactive frog Dissection -
  http//teach.virginia.edu/go/frog
• Math, Baseball the San Francisco Giants! -
  http//www.kn.pacbell.com/wired/baseball/

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Non-linear

• StarChild --http//starchild.gsfc.nasa.gov/docs/St
  arChild/StarChild.html
• Microbe Zoo - http//commtechlab.msu.edu/sites/dlc
  -me/zoo/
• The Valley of the Shadows - http//jefferson.villa
  ge.virginia.edu/vshadow2/

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Differences between linear and non-linear web
pages

• Entry Points
• Linear has a definite start
• Non-linear has multiple possibilities
• Exit Points
• Linear has definite end
• Non-linear has multiple possibilities
• Learning Paths
• Linear has prescribed path
• Non-linear has more choice (Slatin 1991)

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Non-linear learning may also..

• Assist learners in forming relationships between
  information, thus...
• aiding in encoding and recalling information
  (Hannifin Rieber 1989 Jacobson Spiro, 1994)
• developing non-linear thinking and reasoning
  skills (Kearsley, 1988)
• aiding in making the transition from novice to
  expert (Jacobson Spiro, 1994)

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Examples

• Linear - The Interactive frog Dissection -
  http//teach.virginia.edu/go/frog
• Non-linear - Microbe Zoo - http//commtechlab.msu.
  edu/sites/dlc-me/zoo/

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What are problems with non-linear sites?
Cognitive overload (Conklin, 1987)
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Lets look at the research ...

• First of all, understand that there is very
  little conclusive research on using hypermedia in
  instruction.
• But, there are theories that have been explored
  and, to some extent, supported.

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Cognitive Flexibility Theory (Spiro et al. 1987)

• Can serve as a guide to determining learning and
  learners that may be best suited to specific
  types of technology-based learning environments
  (Jacobson Spiro, 1994)

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Cognitive Flexibility Theory - Linear

• Beginning learners
• Well structured content
• Simple knowledge domain
• Example - Math, Baseball the San Francisco
  Giants! - http//www.kn.pacbell.com/wired/baseball
  /

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Cognitive Flexibility Theory --Non-linear

• Advanced learning
• Transfer/application learning goals
• Complex and ill-structured domains
• Example - The Valley of the Shadows -
  http//jefferson.village.virginia.edu/vshadow2/

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Research Support for CFT

• Beginning learners may have more success with
  linear instruction (Fugitt 1991 Peach 1996
  Jacobson 1991 Tsai 1989 Mohageg 1992)
• High ability, high knowledge level, field
  independent, highly motivated students did better
  with non-linear (McGrath 1992 Klappenberger
  1990 Gray 1990 Marchionini, Lin, and Dwiggins,
  1990 Gillingham, 1992 Sextro, Brungardt, and
  Byars 1990)
• Jacobson used drill practice, similar to
  linear instruction

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Other factors that may affect learning with
non-linear web sites

• Orienting devices such as
• providing instructional advice (Klader 1993 Lee
  1992 Barba and Merchant 1990)
• content and navigation maps (Barba 1993)
• interface and design (Liang 1989 Carter 1992
  Welsh, Murphy, Duffy Goodrum 1992)

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Other factors that may affect learning with
non-linear web sites

• Individual learning characteristics, such as
• prior knowledge of the content (McGrath 1992)
• prior general computer experience (Peach 1996)
• prior experience with using the web (hypermedia)
  (Peach 1996)
• external motivation (Sextro, Brungardt and Byars
  1990)

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Problems with research studies

• Short treatment times (Reeves 1993 Clark 1989)
• Inappropriate design (Waterworth and Chignell
  1989)
• Almost all studies measure low-order learning,
  not high-order learning (Peach 1996)

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Conclusions

• Know the students that will be using the web
  site.
• Beginning, intermediate or advanced learners?
• Do they have prior experience with using the web?
• Are they motivated to learn?

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Conclusions

• Analyze the web site that you plan to use..
• Linear or non-linear?
• Does it contain learning aids?
• Is the content appropriate for the grade level?
• Is the site easy or difficult to navigate?

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Conclusions

• Observe the students while they use the web site
• make sure they dont surf instead of learn
• help with cognitive overload and disorientation
  problems
• Evaluate frequently