Assessing Complex Problem-Solving Skills and Knowledge Assembly Using Web-Based Hypermedia Design
Article
Nada Dabbagh, George Mason University, United States
Journal of Educational Multimedia and Hypermedia Volume 11, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This research project studied the effects of hierarchical versus heterarchical hypermedia structures of web-based case representations on complex problem-solving skills and knowledge assembly in problem-centered learning environments to develop a system or model that informs the design of web-based cases for ill-structured problems across multiple disciplines. Two groups of students were assigned to work through an ill-structured problem, represented hierarchically and heterarchically in a web-based format. A webbased tracking program was deployed to track students' journeys through the hypermedia case designs. Students were observed while interacting with the problem and were interviewed after submitting their case solutions. Results from the tracking program, observations, case solutions, and interview questions will address case design issues, problem-solving issues, and group processes.
Citation
Dabbagh, N. (2002). Assessing Complex Problem-Solving Skills and Knowledge Assembly Using Web-Based Hypermedia Design. Journal of Educational Multimedia and Hypermedia, 11(4), 291-322. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/primary/p/17752/.
© 2002 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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Modeling the Process of Solving ill-structured Design Problems – A Case Study of an Interactive Design Class
Chun-Ping Wu, TamKang University, Taiwan; Shu-Ling Wu, National Hsinchu University of Education, Taiwan
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 3154–3158
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