Using Situated Learning and Multimedia to Investigate Higher-Order Thinking Article
Jan Herrington, R. Oliver, Edith Cowan University
Journal of Interactive Learning Research Volume 10, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
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.
Herrington, J. & Oliver, R. (1999). Using Situated Learning and Multimedia to Investigate Higher-Order Thinking. Journal of Interactive Learning Research, 10(1), 3-24. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).
© 1999 AACE