Information problem solving instruction in higher education: A case study on instructional design

Iwan Wopereis; Jimmy Frerejean; Saskia Brand-Gruwel

Information problem solving instruction in higher education: A case study on instructional design

Iwan Wopereis, Jimmy Frerejean, Saskia Brand-Gruwel

Research output: Contribution to conference › Paper › Academic

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Abstract

Information problem solving (IPS) is the process of locating, selecting, evaluating, and integrating information from various sources to fulfill an information need. In academia, it is central to conducting literature reviews in research projects. This paper presents a case study on effective and efficient instructional design for learning this complex skill. It includes an analysis of students’ output and (perceived) studiability of an online IPS-course that was designed according to the 4C/ID-model, a contemporary holistic instructional design model. Results were based on data retrieved from 49 Open University premaster students. The results show that a holistic approach to instructional design is effective: all students passed the course and they appreciated course studiability. However, due to the holistic (‘whole task’) design approach, the students’ time on task was relatively high as was the time teachers spent on providing instructional support, which questions efficiency.

Original language	English
Publication status	Published - 20 Oct 2015
Event	European Conference on Information Literacy - Tallinn, Lithuania Duration: 19 Oct 2015 → 22 Oct 2015 http://ecil2015.ilconf.org/

Conference

Conference	European Conference on Information Literacy
Abbreviated title	ECIL 2015
Country/Territory	Lithuania
City	Tallinn
Period	19/10/15 → 22/10/15
Internet address	http://ecil2015.ilconf.org/

Keywords

instructional design
information problem solving
information literacy
completion strategy
whole task models
4C/ID-model

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20151020-ECIL2015-IWOAccepted author manuscript, 915 KBLicence: CC BY-NC-ND

Cite this

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title = "Information problem solving instruction in higher education: A case study on instructional design",

abstract = "Information problem solving (IPS) is the process of locating, selecting, evaluating, and integrating information from various sources to fulfill an information need. In academia, it is central to conducting literature reviews in research projects. This paper presents a case study on effective and efficient instructional design for learning this complex skill. It includes an analysis of students{\textquoteright} output and (perceived) studiability of an online IPS-course that was designed according to the 4C/ID-model, a contemporary holistic instructional design model. Results were based on data retrieved from 49 Open University premaster students. The results show that a holistic approach to instructional design is effective: all students passed the course and they appreciated course studiability. However, due to the holistic ({\textquoteleft}whole task{\textquoteright}) design approach, the students{\textquoteright} time on task was relatively high as was the time teachers spent on providing instructional support, which questions efficiency.",

keywords = "instructional design, information problem solving, information literacy, completion strategy, whole task models, 4C/ID-model",

author = "Iwan Wopereis and Jimmy Frerejean and Saskia Brand-Gruwel",

note = "DS_Citation:Wopereis, I., Frerejean, J., & Brand-Gruwel, S. (2015, October). Information problem solving instruction in higher education: A case study on instructional design. Paper presented at the 3rd European Conference on Information Literacy (ECIL), Tallinn, Estonia.; European Conference on Information Literacy, ECIL 2015 ; Conference date: 19-10-2015 Through 22-10-2015",

year = "2015",

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day = "20",

language = "English",

url = "http://ecil2015.ilconf.org/",

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TY - CONF

T1 - Information problem solving instruction in higher education: A case study on instructional design

AU - Wopereis, Iwan

AU - Frerejean, Jimmy

AU - Brand-Gruwel, Saskia

N1 - DS_Citation:Wopereis, I., Frerejean, J., & Brand-Gruwel, S. (2015, October). Information problem solving instruction in higher education: A case study on instructional design. Paper presented at the 3rd European Conference on Information Literacy (ECIL), Tallinn, Estonia.

PY - 2015/10/20

Y1 - 2015/10/20

N2 - Information problem solving (IPS) is the process of locating, selecting, evaluating, and integrating information from various sources to fulfill an information need. In academia, it is central to conducting literature reviews in research projects. This paper presents a case study on effective and efficient instructional design for learning this complex skill. It includes an analysis of students’ output and (perceived) studiability of an online IPS-course that was designed according to the 4C/ID-model, a contemporary holistic instructional design model. Results were based on data retrieved from 49 Open University premaster students. The results show that a holistic approach to instructional design is effective: all students passed the course and they appreciated course studiability. However, due to the holistic (‘whole task’) design approach, the students’ time on task was relatively high as was the time teachers spent on providing instructional support, which questions efficiency.

AB - Information problem solving (IPS) is the process of locating, selecting, evaluating, and integrating information from various sources to fulfill an information need. In academia, it is central to conducting literature reviews in research projects. This paper presents a case study on effective and efficient instructional design for learning this complex skill. It includes an analysis of students’ output and (perceived) studiability of an online IPS-course that was designed according to the 4C/ID-model, a contemporary holistic instructional design model. Results were based on data retrieved from 49 Open University premaster students. The results show that a holistic approach to instructional design is effective: all students passed the course and they appreciated course studiability. However, due to the holistic (‘whole task’) design approach, the students’ time on task was relatively high as was the time teachers spent on providing instructional support, which questions efficiency.

KW - instructional design

KW - information problem solving

KW - information literacy

KW - completion strategy

KW - whole task models

KW - 4C/ID-model

M3 - Paper

T2 - European Conference on Information Literacy

Y2 - 19 October 2015 through 22 October 2015

ER -

Information problem solving instruction in higher education: A case study on instructional design

Abstract

Conference

Keywords

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Cite this