![](https://editlib-media.s3.amazonaws.com/sources/SITE.jpg)
Problem Solving in Situated Learning Environment in an Educational Technology Course
PROCEEDINGS
Kun Huang, Xun Ge, Ian Lubin, University of Oklahoma, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This qualitative study investigated the effects of a situated learning environment for an entry-level educational technology course, as compared with the traditional learning environment, on students’ problem-solving processes and outcomes from three aspects: problem solving approaches, artifacts, and competence. Observation notes, video recordings, projects, final exams, and interviews were collected from sixty-three students across the two learning environments. It was found that students in the situated learning environment demonstrated more sophisticated problem solving and management skills, more situational considerations, more independence and autonomy during their problem solving processes. They also produced more coherent and authentic artifacts compared with the students in the traditional environment. However, this study also revealed some issues related to situated learning, which provided implications for the design and implementation of situated learning environment.
Citation
Huang, K., Ge, X. & Lubin, I. (2009). Problem Solving in Situated Learning Environment in an Educational Technology Course. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3416-3422). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from https://www.learntechlib.org/primary/p/31179/.
Keywords
References
View References & Citations Map- Barab, S.A., Barnett, M., & Squire, K. (2002). Developing an empirical account of a community of practice: Characterizing the essential tensions. The Journal of the Learning Sciences, 11(4), 489-542.
- Barab, S.A., & Duffy, T.M. (2000). From practice fields to communities of practice. In D. Jonassen& S. Land (Eds.), Theoretical foundations of learning environments. Mahwah, NJ: Lawrence Erlbaum Associates.
- Barrows, H.S., & Tamblyn, R.M. (1980). Problem-based learning: an approach to medical education. New York: Springer.
- Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
- Brush, T., Igoe, A., Brinkerhoff, J., Glazewski, K., Ku, H., & Smith, T.C. (2001). Lessons from the field: Integrating technology into preservice teacher education. Journal of Computing in Teacher Education, 17(4), 16-20.
- Cognition and Technology Group at Vanderbilt. (1992). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology Research and Development, 40(1), 65-80.
- Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revisited. Educational Technology, 33(3), 52-70.
- Collins, A. (1991). Cognitive apprenticeship and instructional technology. In L. Idol & B.F. Jones (Eds.), Educational values and cognitive instruction: Implications for reform (pp. 121-138). Hillsdale, NJ.: Lawrence
- Ferguson, D. (2001). Anchored instruction using webquests in a post-baccalaureate teacher education course. Paper presented at the SITE 2001, Norfolk, VA.
- Greeno, J.G., Smith, D.R., & Moore, J.L. (1993). Transfer of situated learning. In D.K. Detterman & R.J. Sternberg (Eds.), Transfer on Trial: Intelligence, Cognition, and Instruction (pp. 99–167). Norwood, NJ.: Ablex.
- Hannafin, M., Land, S., & Oliver, K. (1999). Open learning environments: Foundations, methods, and models. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory. Mawah, NJ.: Lawrence Erlbaum Associates.
- Hernandez-Ramos, P., & Giancarlo, C.A. (2004). Situating teacher education: From the university classroom to the "real" classroom. Journal of Computing in Teacher Education, 20(3), 121-128.
- Herrington, J., & Oliver, R. (1999). Using situated learning and multimedia to investigate higher-order thinking. Journal of Interactive Learning Research, 10(1), 3-24.
- Laffey, J., & Musser, D. (1998). Attitudes of preservice teachings about using technology. Journal of Technology and Teacher Education, 6, 223-242.
- Langone, J. (1998). The effects of technology-enhanced anchored instruction and situated learning on preservice teachers in a special education methods course: An exploratory study. Journal of Developmental and Physical Disabilities, 10(1).
- Lewis, L., Parsad, B., Carey, N., Bartfai, N., Farris, E., & Smerdon, B. (1999). Teacher quality: A report on the preparation and qualifications of public school teachers. Washington, DC: U.S. Government Printing Office..
- Miles, M.B., & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage Publications.
- Moursund, D., & Bielefeldt, T. (1999). Will new teachers be prepared to teach in a digital age: A national survey on information technology in teacher education. Oregon: Milken Family Foundation.
- Persichitte, K., Caffarella, E., & Tharp, D. (1999). Technology integration in teacher preparation: A qualitative research study. Journal of Technology and Teacher Education, 7, 219-234.
- Phelps, R., Hase, S., & Ellis, A. (2005). Competency, capability, complexity and computers: Exploring a new model for conceptualising end-user computer education. British Journal of Educational Technology, 36(1), 67-84.
- Rao, M., & Sylvester, S. (2000). Business and education in transition: Why new partnerships are essential to student success in the new economy. AAHE Bulletin, 52(8), 11-13.
- Stake, R. (2005). Qualitative case studies. In N. Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 443-466). Thousand Oaks, CA: Sage.
- Wenger, E. (1998). Communities of practice: learning, meaning, and identity. Cambridge, MA: Cambridge University Press.
- Yin, R.K. (2003). Case study research, design and methods (3rd ed.). Newbury Park: Sage Publications.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References