To enhance complex problem solving in Web-Based Instruction (WBI), this study used collaborative groups and guided questions in a hybrid web-enhanced learning environment in which students attended class face-to-face and online. A Problem-Based Learning (PBL) approach was used to design a complex problem scenario for the students. The participants were pre-service teachers enrolled in an introductory educational technology course in the College of Education at a large university in the southeastern United States. Students voluntarily participated in the study as an optional part of class activities. The independent variables used were collaborative groups (presence vs. absence), and guided questions (present vs. absent). The dependent variables of this study were (a) learning outcomes that were determined by measuring students' final products with scoring rubrics, (b) learning processes that were evaluated by observation and review of discussion board postings, and (c) attitudes toward problem solving that were measured by questionnaires and the Instructional Material Motivation Survey (IMMS). Students were engaged in solving a scenario for three weeks and participated in both classroom and online discussion activities. A mixed method study design was applied, which combined an experimental study and qualitative data analysis that included interviews, discussion board message analysis, and observations. The result of this experimental study showed that the students working individually with guided questions (IQ) significantly outperformed the other treatment groups. It appeared that guided questions were an effective learning strategy for solving complex problems. There were no significant differences for problem-solving attitude among the four groups. The result from the discussion board message analysis showed a positive relationship between a high level of group discussion engagement and the problem solving outcome. The study implied that, in order for students to gain the full benefits from collaborative group work, the group discussion process should be moderated, especially when students are novice learners in problem solving. Additionally, using guided questions was effective when students worked individually and used the questions as a guideline or checklist. Findings from this study will inform future research efforts on collaborative learning and complex problem solving in web-enhanced educational environments. / A Dissertation Submitted to the Department of Educational Psychology and Learning Systems in Partial Fulfillment of the Requirements for the Degree of Doctor of
Philosophy. / Fall Semester, 2005. / October 13, 2005. / Facilitation, Scaffolding, Problem based learning, Web-based learning, Web-based instruction / Includes bibliographical references. / John M. Keller, Professor Directing Dissertation; Penny J. Gilmer, Outside Committee Member; Amy L. Baylor, Committee Member; Vanessa P. Dennen, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_176027 |
| Contributors | Suh, Sookyung (authoraut), Keller, John M. (professor directing dissertation), Gilmer, Penny J. (outside committee member), Baylor, Amy L. (committee member), Dennen, Vanessa P. (committee member), Department of Educational Psychology and Learning Systems (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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