ABSTRACT
The goal of this comparative case study is to investigate how students collaboratively learn about complex systems with hypermedia. This study also investigates how the conceptual representation underlying the hypermedia influences students' collaborative activities and knowledge co-construction. We use two different types of hypermedia to study the human respiratory system. One version of the hypermedia highlights the structural and the second version the functional-behavioral aspects of the human respiratory system. An in-depth analysis of two dyads, working on two versions of the hypermedia, will be presented in this paper.
