Interactive Multimedia, Concept Mapping, and Cultural Context.Report as inadecuate




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Concept maps drawn by Aboriginal and Torres Strait Islander tertiary off-campus students were examined to determine the effectiveness of interactive multimedia as an instructional medium for teaching and learning in a multiple cultural context that integrates the requirements of academic culture and aspects of the students' cultures. Interactive multimedia in the Remote Area Teacher Education Program (RATEP), "Australian Minorities Today in World Perspective," includes both lecturer and student constructed concept maps. Concept maps are used as an advance organizer, as question-answer-feedback interactions that interrogate how well the students understand presented concepts, and as summaries representing a selective synopsis. Twenty-one RATEP students were asked to construct on paper their own map on the concept of "culture." The quality of the student-generated concept maps was evaluated in terms of hierarchical architecture, progressive differentiation, and integrative reconciliation via labeling and directionality of the inter- and intra-level linkages of the relational arcs. Results indicate that concept mapping through interactive multimedia proved an effective meta-learning strategy. Students produced maps at a level of specificity greater than some of those experienced in the actual interactive multimedia courseware. Concept mapping through interactive multimedia is seen as a tool of empowerment in cross-cultural learning. (Contains 21 references.) (Author/MAS)

Descriptors: Computer Assisted Instruction, Concept Formation, Concept Mapping, Cultural Context, Foreign Countries, Indigenous Populations, Multicultural Education, Multimedia Instruction, Online Systems, Rural Population, Teacher Education











Author: Henderson, L.; And Others

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10342&id=ED388255







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