Multidimensional taxonomy of learners cognitive processing in discourse synthesis with hypermedia

摘要

An exploratory study was undertaken to quantify the cognitive process of discourse synthesis within a hypermedia learning environment. The focus was on learners’ discourse synthesis and the cognitive processing that was activated while using the Perseus database. The data for the study was transcribed from tape recordings of “thinking aloud” protocols as the learners worked on their tasks. All protocols were transcribed verbatim and categorized according to the strategy of the content. A functional model and taxonomy were developed to characterize the cognitive operations and thinking processes of the learners’ interactions with Perseus. The proposed taxonomy characterized their cognitive engagement within hypermedia from a broader context. The study showed that the learners’ electronic discourse synthesis is a problem-solving activity, which calls into play a variety of cognitive processes. It is a multifaceted construct that entails thick cognition with many highly correlated factors, such as the learners’ cognitive and metacognitive processes, physical operations, affective responses, reasoning and inter-textual interpreting. It is emphasized that the taxonomy is not discrete or stand-alone, but complexly intertwined and complementary. The study concludes with practical and theoretical concerns that emerged from this focus on discourse synthesis within hypermedia.