Saturday, June 28
10:30 AM-11:00 AM
UTC
Honolulu

Individual Differences and Learning Artifacts: A Case Study in Eighth Grade Geography

Full Paper: Conceptual & Empirical Study ID: 5218
  1. aaa
    Michael Grant
    The University of Memphis
  2. Robert Branch
    The University of Georgia
  3. aaa
    Janette Hill
    The University of Georgia

Abstract: The purpose of this study was to explore how individual differences were used in the construction of computer mediated learning artifacts while working within a constructionist learning environment. A case study design was used with five participants purposively selected from an eighth grade geography class at a small, private day school in the southeastern United States. Data were collected through a self-report inventory, interviews, observations and artifacts. Results included that computer mediated learning artifacts reflected individual differences through blends of abilities and myriad levels of computer skills. Other abilities identified by the participants went untapped or unrecognized. Second, the learning artifacts represented the learners' knowledge in three ways: system knowledge, domain knowledge and metacognitive knowledge. Finally, the flexibility in the construction process allowed the participants to make decisions about their abilities, resources and plans.

Presider: Rachelle Heller, George Washington University

Topic

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