L. Lohr et al., USING A HYPERTEXT ENVIRONMENT FOR TEACHING PROCESS WRITING - AN EVALUATION STUDY OF 3 STUDENT GROUPS, Educational technology research and development, 43(2), 1995, pp. 33-51
The present research consisted of a comprehensive evaluation of a hype
rtext model for teaching process writing at the junior high and high s
chool level. Interests were to determine how two teachers and three di
fferent age groups of students used and reacted to the model, specific
ally, its embedded design features of model stories, note cards, idea
buttons, mini-lessons, branching buttons, and cut-and-paste-tools. Res
ults showed applications of the embedded features to vary based on tea
cher attitudes, feature attributes (e.g., ease of use and appeal), and
student characteristics. Older students made more usage of many of th
e features, but were less positive about the hypertext model given the
ir greater involvement with completing writing assignments rather than
with exploring new forms of writing. The implications of the results
are discussed regarding the instructional design and classroom impleme
ntation of new technologies for teaching process writing strategies.