A Hybrid Approach to Promoting Students' Web-Based Problem-Solving Competence and Learning Attitude

Autor/inn/en	Kuo, Fan-Ray; Hwang, Gwo-Jen; Lee, Chun-Chia
Titel	A Hybrid Approach to Promoting Students' Web-Based Problem-Solving Competence and Learning Attitude
Quelle	In: Computers & Education, 58 (2012) 1, S.351-364 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.09.020
Schlagwörter	Blended Learning; Experimental Groups; Learning Strategies; Problem Solving; Program Effectiveness; Ability Grouping; Competence; Apprenticeships; Models; Cooperative Learning; Web Based Instruction; Cognitive Processes; Difficulty Level; Low Achievement; Comparative Analysis + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Homogene Gruppierung; Niveaugruppierung; Streaming; Kompetenz; Apprenticeship; Lehre; Analogiemodell; Kooperatives Lernen; Web Based Training; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Unterdurchschnittliche Leistung
Abstract	Fostering problem-solving abilities has long been recognized as an important issue in education; however, past studies have shown that it is difficult and challenging to find effective learning strategies or tools for improving students' problem-solving abilities. To cope with this problem, in this study, a hybrid approach that integrates the cognitive apprenticeship model with the collaborative learning strategy is proposed for conducting web-based problem-solving activities. Students' problem-solving performance is examined in such a hybrid learning context. Furthermore, past studies indicate that cognitive load could affect learners' performance; thus, the influence of cognitive load on students' problem-solving effectiveness with this new approach is investigated in depth. The experimental results show that middle- and low-achievement students in the experimental group gained significant benefits from the hybrid approach in comparison with those who learned with the traditional approach. Accordingly, a discussion of how to accommodate the needs of different learning ability groups is provided. (Contains 4 figures and 6 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10