Ongoing Design of a Case-Based E-Learning System Promoting Engineering Students’ Personal Epistemology and Real-World Problem Solving Abilities: A Formative Evaluation PROCEEDINGS
Ikseon Choi, Yi-Chun Hong, Nadia Kellam, David Gattie, Melissa Gay, The University of Georgia, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this project is to design and develop a case-based e-learning system that promotes the development of engineering students’ epistemic beliefs (Perry, 1970) and thus enhance their problem-solving abilities to deal with real-world engineering problems. This e-learning system provides second-year engineering students with real-world problem solving experience through four major phases: exploring situations, constructing reality, creating solutions, and reflecting on the product and the process, which has been adapted from Choi & Lee’s case-based e-learning model (2009). To design an effective and feasible e-learning system, the e-learning system itself, stakeholders, and existing college classroom environments should be continually adapted to the new changes through the iterative design and implementation processes. This paper reports the first cycle of design, development, and formative evaluation of the e-learning system in this ongoing research and development project.
Choi, I., Hong, Y.C., Kellam, N., Gattie, D. & Gay, M. (2010). Ongoing Design of a Case-Based E-Learning System Promoting Engineering Students’ Personal Epistemology and Real-World Problem Solving Abilities: A Formative Evaluation. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 34-39). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 19, 2018 from https://www.learntechlib.org/primary/p/35505/.
© 2010 Association for the Advancement of Computing in Education (AACE)
- Choi, I., & Lee, K. (2009). Designing and implementing case-based learning environments for enhancing illstructured problem solving skills: Classroom management problems for prospective teachers. Educational Technology Research& Development, 57, 99-129.
- Choi, I., Lee, S., & Jung, J. (2008). Designing multimedia case-based instruction accommodating students’ diverse learning styles. Journal of Educational Multimedia and Hypermedia, 17(1), 5-25.
- Choi, I., Lee, S., & Kang, J. (2009). Implementing a case-based e-learning environment in a lecture-oriented anesthesiology class: Do learning styles matter on complex problem solving over time? British Journal of Educational Technology, 40, 933-947.
- Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Lexington, MA: Heath.
- Hofer, B., & Pintrich, P. (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.
- Jonassen, D.H. (1999). Designing constructivist learning environments. In C.M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 215-239). Mahwah, NJ:
- Jonassen, D.H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63-85.
- King, P.M., & Kitchener, K.S. (1994). Developing reflective judgment: Understanding promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass Publishers.
- Kitchener, K.S. (1983). Cognition, metacognition, and epistemic cognition: A three-level model of cognitive processing. Human Development, 4, 222-232.
- Kuhn, D. (1991). The skills of argument. Cambridge, MA: Cambridge University Press.
- Lee, K., & Choi, I. (2008). Learning classroom management through Web-based case instruction: Implications for early childhood teacher education. Early Childhood Education Journal, 35, 495-503.
- Moore, W.S. (2002). Understanding learning in a postmodern world: Reconsidering the Perry scheme of intellectual and ethical development. In B.K. Hofer& P.R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 17-36). Mahwah, NJ: Lawrence Erlbaum Associates.
- Wang, F., & Hannafin, M.J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23.
- Wood, P.K. (1983). Inquiring systems and problem structures: Implications for cognitive developments. Human Development, 26, 249-265.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.