EdMedia + Innovate Learning, in Seattle, WA USA ISBN 978-1-880094-35-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Problem-based learning (PBL) is an instructional approach that uses problems as the stimulus and
focus for student activity (Baud & Feletti,1991). Research suggests that PBL may help students develop the
skills necessary to pursue learning independently (Aspy, Aspy, & Quinby, 1993).
In PBL, instruction begins with the presentation of a complex problem situation and all learning occurs
as a result of students' efforts to solve the problem. As students realize that they lack information necessary to
develop a solution, they identify learning needs, then engage in self-directed study to meet those needs
(Barrows & Tamblyn, 1980). During self-directed study, learners must sift through information, distinguishing
that which is pertinent from that which is not. Yet, inexperienced problem solvers tend to focus on the surface
features of a problem, failing to recognize what information is useful (de Jong & Ferguson-Hessler, 1986). Even
in the field of medical education, both faculty and students have expressed concern that students may not be
able to determine what should be learned (Barrow & Tamblyn, 1980). When attempting to use PBL with young
learners, support for the development of self-directed study seems warranted.
Responsibility for this support can be left to the classroom teacher, but the extent and variety of
supports needed can be overwhelming. One of the potential benefits of computer technology in educational
environments is that it can share the responsibility for this support with the teacher. Collins (1991) argues that
technology can offer good process models of expert performance embedded within the situations in which they
are useful. The purpose of this study is to determine if the provision of hypermedia based models of expert
cognitive processes can support students' work during self-directed study.
Pedersen, S., Liu, M. & Williams, D.C. (1999). The Effect of Hypermedia Delivered Modeling On Learners’ Self-Directed Study during Problem-Based Learning. In B. Collis & R. Oliver (Eds.), Proceedings of ED-MEDIA 1999--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1212-1213). Seattle, WA USA: Association for the Advancement of Computing in Education (AACE).
© 1999 Association for the Advancement of Computing in Education (AACE)