Writing in Physics Classes: How the Internet Can Facilitate and Hinder Learning
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Priemer, B. & Ploog, M. (2006). Writing in Physics Classes: How the Internet Can Facilitate and Hinder Learning. In E. Pearson & P. Bohman (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006 (pp. 1960-1963). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/23275.
The two studies presented focused on students' learning with the Internet as the only source of information when they were asked to compose a text about a topic in science. The computer based text production was analyzed using log files. The first exploratory study suggested a division of students' methods of text production. So called Compilers usually copied text from web sources into their own essays while Authors wrote their text in own words. Interestingly, Authors scored significantly higher in post tests. A follow-up study was carried out in order to verify the hypothesis that writing with external sources of information has epistemic effects. In fact, the group of Authors showed a significant increase of knowledge in comparison with a non significant increase for Compilers. However, students with basic writing skills and little prior knowledge benefited most from writing tasks.
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