Search results for author:"Krista D. Simons"
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Instructional Science: An International Journal of the Learning Sciences Vol. 35, No. 1 (January 2007) pp. 41–72
This study examined how scaffolds and student achievement levels influence inquiry and performance in a problem-based learning environment. The scaffolds were embedded within a hypermedia program that placed students at the center of a problem in...
Instructional Strategies Utilized During the Implementation of a Hypermedia, Problem-Based Learning Environment: A Case Study
Journal of Interactive Learning Research Vol. 15, No. 3 (2004) pp. 213–233
This article reports on a case study conducted to examine the instructional strategies utilized, teacher and student attitudes, and student achievement when a sixth-grade teacher and her 19 students implemented a hypermedia, problem-based learning...
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1549–1553
This research investigated pre-service teachers' beliefs regarding technology use and their perceptions about technology-enhanced problem-based learning (PBL). Three aspects of beliefs were examined: beliefs about student-centered learning, self...
Perceptions of the Value of Problem-Based Learning among Students with Special Needs and Their Teachers
Interdisciplinary Journal of Problem-based Learning Vol. 1, No. 2 (2006) pp. 1–18
While problem-based learning (PBL) has been found to be effective with gifted and average students (Hmelo-Silver, 2004), little is known about its impact on students with special needs. This study examines the perceptions of middle-school students...
Middle School Students in Technology-Enhanced Problem Based Learning: Experiences of High and Low Self-Directed Students
Krista D. Simons; Peg Ertmer; Brian Belland; Jay Blackman; Monica Lee; Anne Ottenbreit; Sung Hee Park
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1029–1032
Research has shown that students who perform well in problem-based learning environments tend to have strong self-directed learning skills, which involve the ability to manage time, develop plan, seek resources, and monitor their progress. And...