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Transformative instruction or old wine in new skins? Exploring how and why educators use HyperDocs.

Jeffrey P Carpenter1, Torrey Trust2, Tim D Green3

  • 1Elon University, Campus Box 2105, Elon, NC, 27244, USA.

Computers & Education
|August 25, 2020
PubMed
Summary

Teachers widely adapt interactive digital HyperDocs for diverse educational needs, reporting benefits in student engagement and instructional design. Research reveals varied educator approaches and perceptions of these flexible teaching tools.

Keywords:
Improving classroom teachingMedia in educationPersonalized learningTeaching/learning strategiesTechnology enhanced learning (TEL)

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Area of Science:

  • Educational Technology
  • Digital Learning
  • Teacher Professional Development

Background:

  • HyperDocs are user-generated digital resources for teaching and learning.
  • There is a lack of peer-reviewed research on HyperDoc utilization.
  • Educators actively create, share, and modify these digital materials.

Purpose of the Study:

  • To systematically investigate how and why educators use HyperDocs.
  • To address the research gap concerning HyperDoc implementation in practice.
  • To understand educators' perceptions and reported benefits of using HyperDocs.

Main Methods:

  • Exploratory, primarily qualitative research design.
  • Online survey distributed to 261 educators.
  • Analysis of survey data and shared HyperDoc examples.

Main Results:

  • Significant diversity in definitions, purposes, and methods of HyperDoc use.
  • Educators report benefits including enhanced student engagement and shifts in instructional design.
  • Some discrepancies observed between HyperDoc rhetoric and actual content.

Conclusions:

  • Educators creatively adapt HyperDocs to their specific pedagogical contexts.
  • The flexibility of HyperDocs supports varied instructional innovation.
  • Further research is needed on crowdsourced educational tools and their impact.