Information-access characteristics for high conceptual progress in a computer-networked learning environment

The aim of the paper was to examine how elementary school students (grade 5-6) make use of two different types of networked database systems specially designed for intentional learning. Students were allowed to rep­ resent their thoughts and knowledge in the form of texts or graphics in the database, then collaboratively manipulate them for improving their comprehension of study topics in the classroom. As a framework for de­ scribing differences in the students' activities between those who highly benefited and those who did not, "In­ formation-Access Characteristics (Perkins, 1993)" was considered. Results showed: (1) that students who highly benefited from their activities in the database significantly more engaged in knowledge-transforming activities which are considered critical to high concep­ tual progress, and (2) that a system affordance which al­ lowed students to conduct their joint writing activities significantly prompted such a transforming activities at a joint-space of their collaborative learning.

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