Learning to solve problems on the Web: aggregate planning in a business management course

Jonassen, David H.; Prevish, Timari; Christy, D. K. Sheena; Stavrulaki, Euthemia

doi:10.1080/0158791990200105

Cited by 37 publications

(18 citation statements)

References 3 publications

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“…Theorists have discussed advantages of virtual over face-to-face collaboration for group problem-solving tasks. Jonassen et al (1999) asserted that CMC environments are better suited for problem-solving activities. The process of writing and reflecting may encourage higher level learning such as analysis, synthesis, and evaluation, and promote clearer and more precise communication (Garrison, 1997;Jonassen & Kwon, 2001).…”

Section: Performancementioning

confidence: 99%

“…Yet to be resolved is the question of what kind of collaborative structuring should be used to support positive outcomes in computer-mediated environments. Theorists have argued that ill-structured tasks are best addressed in open-ended environments and that well defined tasks are better addressed in more rigid environments (Jonassen, et al, 1999;Jonassen & Kwon, 2001). However, the results of this study seem to indicate that task type and structure are mediated by the mode of collaboration.…”

Section: Implications and Future Researchmentioning

confidence: 99%

“…OLEs typically confront learners with problems that they have to investigate from different perspectives in order to propose an adequate solution. Considering multiple perspectives is argued to stimulate students' cognitive flexibility which in turn enables students to deal more easily with new complex problems (Krems, 1995;Spiro, Feltovich, Jacobson, & Coulson, 1991;Jonassen, 1999). Jacobson and Spiro (1995) report a study in which students confronted with a complex problem in an OLE (hypertext environment) perform better on a transfer task than students who were confronted with the same problem in a computer-based drill and practice format.…”

Section: Introductionmentioning

confidence: 99%

“…Some researchers have indicated that the flexibility and technological support for such interactions available in computermediated environments point to collaborative learning strategies as a promising means to implement new technology (Laffey, Tupper, Musser, & Wedman, 1998;Pena-Shaff & Nicholls, 2004;Strijbos, Martens, & Jochems, 2004;Oliver & Omari, 2001). Furthermore, theorists have indicated that CMC could have greater effects than other modes of interaction on learning in problem-solving, case study, and other higher-order learning situations (Adelskold, Alklett, Axelsson, & Blomgren, 1999;Johnston, 1996;Jonassen, Prevish, Christy, & Stavulaki, 1999).…”

Section: Introductionmentioning

confidence: 99%

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Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

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Section: Performancementioning

confidence: 99%

Section: Implications and Future Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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“…According to Laffey et al (18), computer -mediated learning on the Internet is suitable for project -based learning because it provides ample resources, allowing students to perform their own planning and present new forms of knowledge, which expands the mechanisms for collaboration and communication. Others also argued that computer -mediated collaborations and the Web are excellent technologies for case studies and integrating higher order learning (19).…”

Section: Introductionmentioning

confidence: 99%

Assessment of Electronic Education Student’s Perception of Effective Distance Education Components to Explain Satisfaction of Electronic Education

Baratian

Farajollahi

Sarmadi

et al. 2018

Interdiscip J Virtual Learn Med Sci

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Background: Satisfaction is one of the most common indicators of effective learning and many factors, such as interaction, flexibility, and feedback, are involved in the development of satisfaction. Thus, goals of this research was to determine electronic education student's perception towards effective distance education components and contribution of these components in explaining satisfaction of distance education. Methods: The current research used a survey method. The statistical population consisted of all electronic education graduate students (3915) of universities of Tehran, who took part in distance education in the academic year of 2014 to 2015. Overall, 390 students were selected by the random classified sampling method. For gathering data, 2 instruments were used. One for measuring effective distance education components and another for measuring satisfaction of electronic education. The first scale included 24 items with 3 dimensions, including interaction, flexibility and feedback, and the other scale included 20 items with one dimension, being satisfaction. Data were analyzed through the SPSS software, version 21, and statistical methods were used, such as variance analysis, one sample t -test, and multivariate regression analysis. Validity and reliability of both scales were confirmed through content, convergent validity, and reliability (Cronbach's alpha coefficient of 0.77 for effective distance education scale and Cronbach's alpha coefficient of 0.85 for electronic education satisfaction scale).

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Integrating Constructivism and Learning Technologies

Hernández-Serrano¹,

Choi²,

Jonassen³

2000

Integrated and Holistic Perspectives on Learning, Instruction and Technology

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Learning to solve problems on the Web: aggregate planning in a business management course

Cited by 37 publications

References 3 publications

Tool use in open learning environments: In search of learner-related determinants

Tool use in open learning environments: In search of learner-related determinants

Assessment of Electronic Education Student’s Perception of Effective Distance Education Components to Explain Satisfaction of Electronic Education

Integrating Constructivism and Learning Technologies

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