Participants did not require any technical support or onboarding to designing hypermedia at the beginning of the study. The majority of students graduated from computer departments in vocational or technical high schools. An interview schedule was developed to collect qualitative data on the students' opinions and perceptions of the use of hypermedia as a cognitive tool in a constructivist leaning environment. This schedule consisted of sixteen questions around the following topics:
Eight groups were interviewed in total at the end of the semester. Through content analysis of the data, eight interviews were transcribed into interview files. A predetermined set of terms from the literature were used for coding which in turn was used to classify and organize the data. Themes were then applied to make meaningful connections of the codes. And finally, the coded data was provided with a description under the themes of problems and difficulties faced by students for interpretation and discussion.
Overall Assessment of the Constructivist Learning Environment
Learning Activities Conducted in the Classroom
Assessment of the Students' Performance
Based on these results, the study reveals that "students found using hypermedia as a cognitive tool to be effective for constructing an understanding of the content" (115). Yildirim notes that the amount of content covered in a learning environment of this nature must be taken into account. Another result of this study is related to group performance. The results show that most of the students benefited from the group work. Yildirim suggests that instructors provide more learning activities to make the strategy more effective. Hie concludes with a suggestion for future research, stating that "further research studies are needed to examine the full effects of hypermedia as a cognitive tool for knowledge acquisition, in comparison to traditional classroom instruction and other computer-based cognitive tools" (pg. 116).
Yildirim, Z. (2005). Hypermedia as a Cognitive Tool: Student Teachers’ Experiences in Learning by Doing. Journal of Educational Technology & Society, 8(2), 107–117.