Using Multimedia-Hypertext in a Composition Class: An Interdisciplinary Approach.

Autor/inn/en	Anstendig, Linda; Meyer, Jeanine
Titel	Using Multimedia-Hypertext in a Composition Class: An Interdisciplinary Approach.
Quelle	(1996), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Assisted Instruction; Computer Software; Critical Thinking; Freshman Composition; Higher Education; Hypermedia; Instructional Innovation; Interdisciplinary Approach; Multimedia Instruction; Reader Response; Writing Research; Writing Skills + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Kritisches Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational Innovation; Bildungsinnovation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Multimediales Lernen; Leserbrief; Schreibforschung; Writing skill; Schreibfertigkeit
Abstract	A research project aimed to show the rationale, procedure, and implications of an interdisciplinary multimedia-hypertext for composition research. The project, undertaken for 2 semesters, was for an English 102 "Writing about Literature" course which also looked to improve students' writing and critical thinking skills. In a classroom "experiment," heterogeneous groups of three to four students were chosen based upon their computer literacy skills and strengths already demonstrated as readers and writers. Students read, wrote journal entries, discussed works, and formed groups to discuss their ideas and pick a topic. Three class sessions met in the computer lab, using the Linkway Live software program, where students began drafting and practicing the different hypertext features, made decisions on such questions as what should their introduction and thesis on the first page be, and divided the labor among themselves based on members' strengths. Results indicated that this motivated students to work on their projects, taught them new ways to communicate and navigate, engaged them in collaborative problem solving, and offered critical thinking in action. Findings suggest that disadvantages included the limits of the software program caused frustrations, the time lost away from the classroom and direct study, and the work in some groups was not shared equally. (An evaluative form is appended; contains five references.) (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC