ERIC Number: EJ1177977
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1029-8457
EISSN: N/A
An Extended 'Learning by Design' Framework Based on Learner Perceptions
du Plessis, André; Webb, Paul
African Journal of Research in Mathematics, Science and Technology Education, v15 n2 p124-137 2011
This study focuses on Grade 6 learners' perceptions of 'learning as design' during the creation of a collaborative hypermedia product. Data were generated via a Likert Scale questionnaire, semi-structured interviews, learner journals, observational notes, Task Elicitation List, Task Ranking List and open-ended learner evaluation reports. The findings of the study are considered within Lehrer's framework for hyper-composition-based design, i.e. planning, translating and transforming, evaluation and revising. Inferences are made which suggest that a more explicit and comprehensive overview of the process can be presented as an 'extended learning by design' model. This framework or model is visually presented to prospective implementers.
Descriptors: Student Attitudes, Models, Grade 6, Foreign Countries, Case Studies, Information Technology, Hypermedia, Likert Scales, Teaching Methods, Questionnaires, Semi Structured Interviews, Instructional Design
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A