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Information problem-solving skills in small virtual groups and learning outcomes ARTICLE

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Journal of Computer Assisted Learning Volume 33, Number 4, ISSN 1365-2729 Publisher: Wiley

Abstract

This study investigated the frequency of use of information problem-solving (IPS) skills and its relationship with learning outcomes. During the course of the study, 40 teachers carried out a collaborative IPS task in small virtual groups in a 4-week online training course. The status of IPS skills was collected through self-reports handed in over the course of the 4 weeks. Learning was evaluated by means of open-ended questionnaires before and after the group task. Three types of knowledge learning were evaluated: declarative, procedural and situational. Teachers exhibited a recurrent use of all skills during the whole collaborative task, although periodic use differed from week to week. Results showed a relationship between some IPS skills and declarative and procedural knowledge. The skills that were statistically significant were share information, read peer's information and analyse information. Implications for learning support and instruction are discussed.

Citation

Garcia, C. & Badia, A. (2017). Information problem-solving skills in small virtual groups and learning outcomes. Journal of Computer Assisted Learning, 33(4), 382-392. Wiley. Retrieved August 19, 2017 from .