The Effect of Hypermedia Delivered Modeling On Learners’ Self-Directed Study during Problem-Based Learning
Susan Pedersen, Min Liu, University of Texas at Austin, United States ; Douglas C. Williams, University of Southern Louisiana, United States
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)
Cited ByView References & Citations Map
Exploring the Use of Virtual Multimedia Examinations in Teaching and Learning: Results from the Fielding Testing
Min Liu, University of Texas-Austin, United States; Erini Papathanasiou, Cyprus; Winnie Hao, Univ. of Texas-Austin, United States; John Kappelman, University of Texas-Austin, United States
EdMedia + Innovate Learning 2000 (2000) pp. 618–625
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