Graphical representations and transfer of ideas between multi-draft pre-writing stages
Date of Issue2010
Australasian Society for Computers in Learning in Tertiary Education Conference (2010 : Sydney, Australia)
School of Humanities and Social Sciences
In this study, 36 engineering students who were taking a course on effective communication used graphic organizers to prepare their draft for a writing task. This was followed by a review by peers and the teacher. As students often have difficulties constructing knowledge across representations, this study aims to uncover the factors that influence students’ cognitive decision-making when transferring information between pre-writing stages. The findings show that the factors were: the level of elaboration of the main ideas, the link between the writing goal of each pre-writing stage, and the level of importance of the main ideas. Furthermore, the redundant information in the pre-writing stages helped rather than hindered them from transferring ideas between the pre-writing stages. In addition, the students were more ready to accept feedback from the teacher than their peers. These findings highlight the importance of factoring in the function of the information in the representations in instructional design using multiple representations.
© 2010 Chien-Ching Lee & Seng-Chee Tan. This is the author created version of a work that has been peer reviewed and accepted for publication by Proceedings of the Australasian Society for Computers in Learning in Tertiary Education Conference (ASCILITE), The Authors(s). It incorporates referee’s comments but changes resulting from the publishing process, such as copyediting, structural formatting, may not be reflected in this document. The published version is available at: [URL:http://ascilite.org.au/conferences/sydney10/procs/Leechienching-full.pdf].