Knowledge constructing through hypermedia authoring

  • Molly Nicaise
  • Michael Crane


According to prominent learning theorists, learning is much more than gathering information in a well-designed, teacher-centered environment; learning is promoted when students pursue individual interests, when they build on prior knowledge, and when they engage in hands-on and authentic activity. Although a great deal of literature exists describing ideals such as these, research examining the implementation of these ideals in classrooms is scarce, and using technology for more than information giving is even scarcer. The purpose of this study was to examine a graduate course at a large, Midwestern university to discern how educational theory translates into classroom practice. In the course, students learned about educational theory by designing and creating a hypermedia chapter for a World Wide Web-based book. Qualitative data were collected across a 16-week semester and revealed both student and teacher perspectives regarding the course, including the strengths and limitations of a student-as-multimedia-author approach. The findings indicated that most all students were highly satisfied with the course, that some transferred learning, and that students developed skills and knowledge with instructional design, educational theory, and technology.


Prior Knowledge Qualitative Data World Wide Educational Technology Learning Theorist 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Association for Educational Communications and Technology 1999

Authors and Affiliations

  • Molly Nicaise
    • 1
  • Michael Crane
    • 2
  1. 1.Multimedia Arts & Technologies DepartmentSanta Barbara City CollegeUSA
  2. 2.Fulton Middle School in Fulton

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