To guide or not to guide: issues in the sequencing of pedagogical structure in computational model-based learning

Jacobson, Michael J.; Kim, Beaumie; Pathak, Suneeta; Zhang, Baohui

doi:10.1080/10494820.2013.792845

Cited by 30 publications

(31 citation statements)

References 30 publications

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“…From this theoretical perspective, it appears that the HL approach, which offers instructions followed by problem solving tasks, takes critical opportunities away from learners during their learning processes. Although earlier research has successfully applied a LH approach in several subject areas (eg, Jacobson et al ., , 2016; Kapur, ), these studies focused on high school curriculum rather than engineering professional practices. As far as we are aware, we are the first study to apply both PF and authentic learning theories into an online professional development course for engineers.…”

Section: Discussionmentioning

confidence: 99%

“…One of the critical features of a successful PF design is ensuring that the problem is in the learner's “zone of proximal failure” (Jacobson et al ., ). Learners must have sufficient background knowledge of the targeted concept to activate relevant prior knowledge; however, learners should not yet be familiar with the problem or how to solve it.…”

Section: Methodsmentioning

confidence: 97%

“…The present study is grounded in Productive Failure (PF) (Kapur, 2008;Kapur & Bielaczyc, 2012), sequences of pedagogical structure (Jacobson, 2015;Jacobson, Kim, Pathak, & Zhang, 2013) and online authentic learning (Herrington, Reeves, & Oliver, 2007) theories. The content domain was process engineering in the semiconductor manufacturing sector.…”

Section: Introductionmentioning

confidence: 99%

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Does sequence matter? Productive failure and designing online authentic learning for process engineering

Lai¹,

Portolese²,

Jacobson³

2016

Brit J Educational Tech

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This paper presents a study that applied both productive failure (PF) and authentic learning instructional approaches in online learning activities for early‐career process engineers' professional development. This study compares participants learning with either a PF (low‐to‐high [LH]) or a more traditional (high‐to‐low) learning sequence—the only difference between groups was the sequence of activities. In line with recent research on PF, this simple learning design tweak had a substantial effect—participants in the LH condition demonstrated significantly higher learning gains than those in the high‐to‐low condition on measures of conceptual knowledge and transfer. This paper concludes with implications for designing online learning experiences and discusses how careful attention to design decisions, such as activity sequence, can have a meaningful impact without increasing learning time.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

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Does sequence matter? Productive failure and designing online authentic learning for process engineering

Lai¹,

Portolese²,

Jacobson³

2016

Brit J Educational Tech

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“…To help conceptualize issues such as these, I propose Sequences of Pedagogical Structure Framework (SPSF), which is a 2 by 2 matrix of possible ways to sequence pedagogical structure: (a) Low-to-Low structure (LL), (b) High-to-High structure (HH), (c) High-to-Low structure (HL), and (d) Low-to-High structure (LH) (Jacobson et al 2013 ). For convenience of discussion, a learning activity that is completely high structure is regarded as being in the HH sequence and completely low structure as being in sequence category LL.…”

Section: Pedagogical Sequences To Inform Pbl Advancesmentioning

confidence: 99%

“…This section incorporates material fromJacobson et al ( 2013 ).3 The references for these various instructional approaches listed in this sentence are drawn fromKirschner and associates ( 2006 ).…”

mentioning

confidence: 99%

Authentic Problem Solving and Learning in the 21st Century

Cho¹,

Caleon²,

Kapur³

2015

Education Innovation Series

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Education holds the key to unlock human resources that a society needs to survive and fl ourish. This is particularly salient in a borderless knowledge economy. For the past decades, the sterling performance of economies such as Hong Kong, Finland, Japan, Singapore and Taiwan in international studies (e.g. TIMSS, PIRLS and PISA) has channeled much attention away from the traditional centers of education research in America and Western Europe. Researchers, policy makers and practitioners all over the world wish to understand how education innovations propel the emerging systems from good to great to excellent, and how different their trajectories were compared to the systems in America and Western Europe.The Education Innovation Book Series , published by Springer, will delve into education innovations enacted by the Singapore education system and situate them in both the local and the broader international contexts. Primary focus will be given to pedagogy and classroom practices; education policy formulation and implementation; school and instructional leadership; and the context and interface between education research, policy and practice. We believe that the latter is critical in making education innovations come to bear. Each volume will document insights and lessons learned based on empirical research (both quantitative and qualitative) and theoretical analyses. Implications to research, policy and professional practice will be surfaced through comparing and synthesizing Singapore's experience with those of successful systems around the world.The audience of the edited volumes and monographs published in this series includes researchers, policy makers, practitioners and students in the fi elds of education and teacher education, and public policies related to learning and human resources.

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Systems Thinking—Ludwig Von Bertalanffy, Peter Senge, and Donella Meadows

Zhang

Ahmed

2020

Springer Texts in Education

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To guide or not to guide: issues in the sequencing of pedagogical structure in computational model-based learning

Cited by 30 publications

References 30 publications

Does sequence matter? Productive failure and designing online authentic learning for process engineering

Does sequence matter? Productive failure and designing online authentic learning for process engineering

Authentic Problem Solving and Learning in the 21st Century

Systems Thinking—Ludwig Von Bertalanffy, Peter Senge, and Donella Meadows

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