Abstract HyperDocs are interactive, digital teaching and learning materials created, disseminated, and remixed by educators. To date, HyperDocs have not been the subject of published, peer-reviewed research. To address this research gap, we engaged in exploratory, primarily qualitative research to systematically examine how and why teachers use HyperDocs. We used an online survey to gather data on educators’ (N = 261) uses of and perceptions regarding HyperDocs. Analysis suggested a wide range of definitions of, purposes for, and approaches to HyperDoc use, indicating that educators are adapting HyperDocs to their practice in myriad ways. Consistent with the openness and flexibility in finding, remixing, and using HyperDocs, educators identified a number of benefits of using these tools in their practice, including changes in student engagement and learning, shifts in instructional design and delivery, and changes in their own support and dispositions. Analysis of examples of HyperDocs shared by a subset of participants suggested some mismatch between rhetoric about HyperDocs and what was actually incorporated into them. We discuss these findings in relation to the work of educators and the future of research on HyperDocs and other crowdsourced teaching and learning initiatives.

中文翻译：

---

变革性指导还是新皮旧酒？探索教育工作者使用 HyperDocs 的方式和原因

摘要 HyperDocs 是由教育工作者创建、传播和重新混合的交互式数字教学和学习材料。迄今为止，HyperDocs 尚未成为已发表的、经过同行评审的研究的主题。为了解决这一研究空白，我们进行了探索性的、主要是定性研究，以系统地检查教师使用 HyperDocs 的方式和原因。我们使用在线调查来收集有关教育者（N = 261）对 HyperDocs 的使用和看法的数据。分析提出了 HyperDoc 使用的广泛定义、目的和方法，表明教育工作者正在以多种方式使 HyperDocs 适应他们的实践。与查找、重新混合和使用 HyperDocs 的开放性和灵活性一致，教育工作者确定了在他们的实践中使用这些工具的许多好处，包括学生参与和学习的变化，教学设计和交付的变化，以及他们自己的支持和倾向的变化。对一部分参与者共享的 HyperDocs 示例的分析表明，关于 HyperDocs 的言论与实际纳入其中的内容之间存在一些不匹配。我们将讨论与教育工作者的工作以及 HyperDocs 和其他众包教学计划研究的未来相关的这些发现。