Fostering Information Problem Solving Skills Through Completion Problems and Prompts

Jimmy Frerejean; Saskia Brand-Gruwel; Paul A. Kirschner

Fostering Information Problem Solving Skills Through Completion Problems and Prompts

Jimmy Frerejean, Saskia Brand-Gruwel, Paul A. Kirschner

Research output: Contribution to conference › Paper › Academic

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Abstract

Even though students often manage to find their way around the internet in their search for information; information problem solving skills do not develop naturally. Previous research shows that adults and teenagers often encounter problems when solving information problems, indicating that formal training in this domain is needed. This study is an attempt to develop such a training. It compares the learning results of different instructional approaches: completion problems, emphasis manipulation, and a combination of both. In addition, the study will investigate which of these instructional approaches imposes the least amount of cognitive load, as measured by subjective mental effort ratings.

Original language	English
Publication status	Published - 24 Oct 2012
Event	SIG 6 & 7 "Instructional Design" and "Learning and Instruction with Computers" : Instructional Design for Advancing Learning in a Networked Society - University of Bari, Bari, Italy Duration: 11 Sept 2012 → 13 Sept 2012

Other

Other	SIG 6 & 7 "Instructional Design" and "Learning and Instruction with Computers"
Country/Territory	Italy
City	Bari
Period	11/09/12 → 13/09/12

Keywords

information problem solving
completion problems
emphasis manipulation

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@conference{61add88bcb8c41018279e6e567d76c3d,

title = "Fostering Information Problem Solving Skills Through Completion Problems and Prompts",

abstract = "Even though students often manage to find their way around the internet in their search for information; information problem solving skills do not develop naturally. Previous research shows that adults and teenagers often encounter problems when solving information problems, indicating that formal training in this domain is needed. This study is an attempt to develop such a training. It compares the learning results of different instructional approaches: completion problems, emphasis manipulation, and a combination of both. In addition, the study will investigate which of these instructional approaches imposes the least amount of cognitive load, as measured by subjective mental effort ratings.",

keywords = "information problem solving, completion problems, emphasis manipulation",

author = "Jimmy Frerejean and Saskia Brand-Gruwel and Kirschner, {Paul A.}",

note = "DS_Description: Frerejean, J., Brand-Gruwel, S., & Kirschner, P. A. (2012, September). Fostering Information Problem Solving Skills Through Completion Problems and Prompts. Poster presented at the EARLI SIG 6 & 7 {"}Instructional Design{"} and {"}Learning and Instruction with Computers{"}, Bari, Italy.; SIG 6 & 7 {"}Instructional Design{"} and {"}Learning and Instruction with Computers{"} : Instructional Design for Advancing Learning in a Networked Society ; Conference date: 11-09-2012 Through 13-09-2012",

year = "2012",

month = oct,

day = "24",

language = "English",

}

TY - CONF

T1 - Fostering Information Problem Solving Skills Through Completion Problems and Prompts

AU - Frerejean, Jimmy

AU - Brand-Gruwel, Saskia

AU - Kirschner, Paul A.

N1 - DS_Description: Frerejean, J., Brand-Gruwel, S., & Kirschner, P. A. (2012, September). Fostering Information Problem Solving Skills Through Completion Problems and Prompts. Poster presented at the EARLI SIG 6 & 7 "Instructional Design" and "Learning and Instruction with Computers", Bari, Italy.

PY - 2012/10/24

Y1 - 2012/10/24

N2 - Even though students often manage to find their way around the internet in their search for information; information problem solving skills do not develop naturally. Previous research shows that adults and teenagers often encounter problems when solving information problems, indicating that formal training in this domain is needed. This study is an attempt to develop such a training. It compares the learning results of different instructional approaches: completion problems, emphasis manipulation, and a combination of both. In addition, the study will investigate which of these instructional approaches imposes the least amount of cognitive load, as measured by subjective mental effort ratings.

AB - Even though students often manage to find their way around the internet in their search for information; information problem solving skills do not develop naturally. Previous research shows that adults and teenagers often encounter problems when solving information problems, indicating that formal training in this domain is needed. This study is an attempt to develop such a training. It compares the learning results of different instructional approaches: completion problems, emphasis manipulation, and a combination of both. In addition, the study will investigate which of these instructional approaches imposes the least amount of cognitive load, as measured by subjective mental effort ratings.

KW - information problem solving

KW - completion problems

KW - emphasis manipulation

M3 - Paper

T2 - SIG 6 & 7 "Instructional Design" and "Learning and Instruction with Computers"

Y2 - 11 September 2012 through 13 September 2012

ER -

Fostering Information Problem Solving Skills Through Completion Problems and Prompts

Abstract

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Keywords

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