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Using Situated Learning and Multimedia to Investigate Higher-Order Thinking
Article

, , Edith Cowan University

Journal of Educational Multimedia and Hypermedia Volume 8, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

This paper describes a qualitative study into students' use of higher-order thinking as they use an interactive multimedia program based on a situated learning framework. The analysis of types of talk used by students as they worked with the program clearly shows that the majority of their thinking was higher order, as defined by Resnick (1987) and other theorists. Social, procedural and lower-order talk was less evident but present in their talk in reduced proportions. These findings suggest that a multimedia program based on a situated learning approach can provide a learning environment capable of supporting and maintaining substantial levels of higher-order thinking.

Citation

Herrington, J. & Oliver, R. (1999). Using Situated Learning and Multimedia to Investigate Higher-Order Thinking. Journal of Educational Multimedia and Hypermedia, 8(4), 401-422. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved February 25, 2021 from .

© 1999 Association for the Advancement of Computing in Education (AACE)

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