Multiple Representations of Content in Web-based Learning

G. Salter and H. Stratti (Australia)


Web-based Education (WBE), multimedia, constructivism


Representing content in multiple ways is one of the key elements to a constructivist approach to teaching. The Web provides a unique environment to facilitate multiple representations. This paper looks at research to determine if learners actually make use of different representations when provided. The findings suggest we cannot assume that learners will necessarily do this, although this may change over time as they become more familiar with different formats and as the required plug-ins become more ubiquitous.

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