Completion strategy or emphasis manipulation? Task support for teaching information problem solving

Frèrejean, Jimmy; Strien, Johan L.H. van; Kirschner, Paul A.; Brand‐Gruwel, Saskia

doi:10.1016/j.chb.2016.03.048

Cited by 28 publications

(34 citation statements)

References 68 publications

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“…Participants performed an IPS task as a test, which was solved individually during 45 minutes approximately, and was performed in the real context of the classroom, as a curricular learning activity, in order to ensure ecological validity (Wopereis & Van Merriënboer, 2011), and effectiveness (Frerejean, Van Strien, Kirschner, & Brand-Gruwel, 2016).…”

Section: Methodsmentioning

confidence: 99%

“…Some effective embedded instruction research studies have showed a positive impact on learning IPS skills (Argelagós & Pifarré, 2012;Britt & Aglinskas, 2002;Frerejean et al, 2016;Hutchison & Colwell, 2014), on enhancing students' performance on domain contents (Raes et al, 2012), and on transferring IPS skills to other contexts (Walraven, Brand-Gruwel, & Boshuizen, 2010).…”

Section: Instructional Applicationsmentioning

confidence: 99%

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Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

Argelagós¹,

Pifarré²

2016

JEL

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Internet has become one of the most important information sources for students' personal and academic life. In addition, the World Wide Web is receiving increased attention in education because of its potential to support new forms of learning. However, using the information from the net for learning requires the development of a set of abilities such as searching and tackling information from the Internet to find solutions of a problem-this set of abilities is called Information-Problem Solving (IPS) skills. The main objectives of this study are the following three: first, to provide a detailed description about how secondary students solve an IPS task; second, to identify key IPS skills, sub-skills, and regulation activities that have more incidence upon students' success to solve a problem using digital information on the Web; and third, to use this information to draw educative guidelines to design web-based instructional process and foster IPS in secondary classrooms. In-depth analyses of quantitative and qualitative data of a multi-case study allowed us to identify distinctive patterns and sequences of IPS skills used by students to solve a task. Furthermore, IPS skills (defining the problem and search for information), sub-skills (specifying search terms and selecting results from a SERP), and regulation activities (orientation on the task, monitoring, and testing) were identified as key skills which have more incidence in students to solve successfully IPS tasks to learn curricular contents at school.

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Section: Methodsmentioning

confidence: 99%

Section: Instructional Applicationsmentioning

confidence: 99%

Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

Argelagós¹,

Pifarré²

2016

JEL

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“…Although it is tempting to regard students as “digital natives” and expect that they automatically acquired skills to solve such problems, research shows that most students' IPS skills are underdeveloped. Students struggle to systematically search for information, evaluate it critically, and produce an adequate solution for an information problem (Frerejean, van Strien, Kirschner, & Brand‐Gruwel, ; Walraven, Brand‐Gruwel, & Boshuizen, , ).…”

Section: Introductionmentioning

confidence: 99%

“…As a relevant example, a study by Frerejean et al () presented students with a standalone online training session, comprising an instructional video, a modelling example, and four learning tasks presenting an information problem. The study investigated how learners could be supported while working on whole tasks and which type of task support was most effective to teach IPS skills.…”

Section: Introductionmentioning

confidence: 99%

Effects of a modelling example for teaching information problem solving skills

Frèrejean

Strien

Kirschner

et al. 2018

Computer Assisted Learning

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Although students often appear to be skilled in retrieving and making use of information from the internet, research shows that their information problem solving skills are overestimated. They show deficiencies in many of the necessary skills, such as generation of search terms, selection of sources, and critical processing of information. It is therefore necessary to design and develop effective instruction to foster information problem solving skills. Research shows that learning from examples can be an effective approach for teaching complex cognitive skills in ill-structured domains, such as writing or communicating. To explore whether this also holds for information problem solving, this study investigates the effects of presenting a modelling example in an online information problem solving training. Results of two experiments show that viewing a modelling example, presented as a screencast of an expert thinking out loud and interspersed with cognitive prompts, leads to a higher posttest performance than performing a practice task. The effect persisted on a delayed posttest 1 week later.The results imply that information problem solving instruction in an online setting can benefit from employing video-based modelling examples. KEYWORDSexample-based learning, information problem solving, modelling example, prompting 1 | INTRODUCTION 1.1 | Information problem solving Information problem solving (IPS) is a skill often required from students in today's educational programs, as it is common for teachers to provide assignments requiring students to search for information on the internet. These assignments can be characterized as information problems: problems that require more information to solve than is currently available to the learner. They pose an information gap, because students must first search for the missing information and then process it in order to solve problem. Teachers might assume that searching and processing information automatically leads to learning, but such information problems are often ill-defined and present unknown or unclear task demands, goals, or solution paths. Although it is tempting to regard students as "digital natives" and expect that they automatically acquired skills to solve such problems, research shows that most students' IPS skills are underdeveloped. Students struggle to systematically search for information, evaluate it critically, and produce an adequate solution for an information problem (Frerejean, van Strien, Kirschner, & Brand-Gruwel, 2016;Walraven, Brand-Gruwel, & Boshuizen, 2008).An effective approach to solving an information problem can be summarized in five steps (e.g., the IPS-I model; Brand-Gruwel, Wopereis, & Vermetten, 2005; Brand-Gruwel, Wopereis, & Walraven, 2009). First, learners build a problem representation by reviewing the ---This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is no...

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“…The novel approach of this paper supports connecting the contextually rich subskills seen in the video-modeling example with the analytic description of subskills in a textual rubric. The affordances of video modeling examples are shown to have a learning effect on the development of the complex skills of collaboration, presentation, and information literacy skills (De Grez et al 2014;Frerejean et al 2016;Kim and McDonough 2011). In conclusion, we expect the addition of video modeling examples to a rubric to foster inter-task and sub-skill coordination and most importantly, help the learner better imagine how to perform a complex skill, by forming a richer mental model.…”

Section: Proposing a Video-enhanced Rubric (Ver) To Support Complex Smentioning

confidence: 90%

Solving instructional design dilemmas to develop a Video Enhanced Rubric with modeling examples to support mental model development of complex skills: the Viewbrics-project use case

Ackermans

Rusman

Brand‐Gruwel

et al. 2019

Education Tech Research Dev

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For learners, it can be difficult to imagine how to perform a complex skill based on textual information from solely a text-based analytic rubric. Rubrics lack (1) the contextual information needed to convey real-world attributes (2) the dynamic information (such as gesturing in the complex skill of presenting) (3) the procedural information required to support the automation of constituent skills. We propose to address the text-based rubric's deficiencies by adding video-modeling examples, self-explanation prompts, an intertwined educational-and instructional narrative, natural segmentation, and a non-verbal script. With the resulting Video Enhanced Rubric, we aim to improve the formative assessment of complex skills by fostering learner's mental model development, feedback quality, and complex skill mastery. Designing multimedia to support the formative assessment of complex skills using can cause dilemmas for instructional designers. For example, is learner control needed to foster intrinsic motivation or is it deemed to create extraneous cognitive load? Is it wise to use a video modeling example of peer-aged learners when the model does not display perfect performance? We found seven dilemmas around proven complex skill development, motivational design, and multimedia design guidelines. This paper presents a theoretical contribution to instructional design by introducing a framework to address dilemmas regarding such design dilemmas. As a practical contribution, we support educational researchers and practitioners by presenting six practical guidelines for designing a Video Enhanced Rubric. A use case of the Viewbrics-project provides insight into the practical application of the framework within the context of Dutch pre-university education.

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Completion strategy or emphasis manipulation? Task support for teaching information problem solving

Cited by 28 publications

References 68 publications

Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

Effects of a modelling example for teaching information problem solving skills

Solving instructional design dilemmas to develop a Video Enhanced Rubric with modeling examples to support mental model development of complex skills: the Viewbrics-project use case

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