STUDENTS' TEXT-PRODUCTION METHODS WHEN LEARNING WITH THE INTERNET.

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Bibliographic Details
Title:	STUDENTS' TEXT-PRODUCTION METHODS WHEN LEARNING WITH THE INTERNET.
Authors:	Priemer, Burkhard¹, Ploog, Maria¹
Source:	Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age. 2004, p400-403. 4p. 1 Graph.
Subject Terms:	Students, Internet in education, Multimedia (Art), Essays, Physics
Abstract:	The increasing use of multimedia in education makes text-production with computers important for students. What kind of role does the Internet play here as an external source of information? In an exploratory study the focus was on how 17-year-old students used sources of the Internet to write an essay about a topic in physics. Data of 45 students were analyzed by using log files that recorded every single key stroke of students' computer use. Results were related to learning outcomes. Two different approaches with respect to the ways information from the Web was used were found in students' work strategies: "compiling" and "authoring". "Compilers" usually copied Web text into their own essays, whereas "Authors" formulated their individual texts. "Authors" scored significantly higher in physics post tests, and "Compilers" created longer texts. In order to validate the gained results a follow-up study with 100 participants is designed an will be carried out in late 2004. In addition to evaluate students' text production methods when working alone, collaborative partner work during text writing will be investigated. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The increasing use of multimedia in education makes text-production with computers important for students. What kind of role does the Internet play here as an external source of information? In an exploratory study the focus was on how 17-year-old students used sources of the Internet to write an essay about a topic in physics. Data of 45 students were analyzed by using log files that recorded every single key stroke of students' computer use. Results were related to learning outcomes. Two different approaches with respect to the ways information from the Web was used were found in students' work strategies: "compiling" and "authoring". "Compilers" usually copied Web text into their own essays, whereas "Authors" formulated their individual texts. "Authors" scored significantly higher in physics post tests, and "Compilers" created longer texts. In order to validate the gained results a follow-up study with 100 participants is designed an will be carried out in late 2004. In addition to evaluate students' text production methods when working alone, collaborative partner work during text writing will be investigated. [ABSTRACT FROM AUTHOR]