An information-summarising instruction strategy for improving the web-based problem solving abilities of students

Hwang, Gwo‐Jen; Kuo, Fan-Ray

doi:10.14742/ajet.971

Cited by 31 publications

(24 citation statements)

References 32 publications

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“…Tu, Shih, and Tsai (2008) pointed out that students' epistemological beliefs played an important role in students' OISS. Some studies even reported that students' OISS was improved when they completed related online training activities (Hwang & Kuo, 2011;Tekinarslan, 2008).…”

Section: Online Information Searching Strategies (Oiss)mentioning

confidence: 99%

Students' self-regulated learning, online information evaluative standards and online academic searching strategies

Tseng

Liang

Tsai

2014

AJET

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Online information searching strategies (OISS) used by students can be viewed as a key indicator in online learning environments. Therefore, developments in their OISS may also involve variables such as self-regulated learning (SRL) and online information evaluative standards (OIES). Three instruments, an OISS, a SRL and an OIES were used to investigate the roles of SRL (including basic and advanced SRL) and OIES (including naive and advanced standards) in the OISS of 307 high school students in Taiwan. The results of a structural equation model confirmed that both students' SRL and OIES have positive predictions on their OISS. In addition, students' advanced OIES mediated the relationships between basic SRL and OISS. However, when the students took advantage of the advanced SRL in employing OISS, the significance of the OIES was not shown. This study contributes to the understanding of students' online academic information searching strategies. IntroductionSince the advent of web technology, there has been an explosion of teaching and learning via the Internet. Extending information and communication technology (ICT) skills has become one of the educational goals generally set by many secondary schools to better meet the needs of the digital age (Kuhlemeier & Hemker, 2007). More and more high school teachers are encouraged to use Internet resources and integrate Internet activities into their curricula. High school students are expected to learn computer skills for doing their schoolwork or completing assignments (Kuhlemeier & Hemker, 2007). It comes naturally for many teachers to assume that secondary students are acquainted with Internet skills, such as surfing the web or locating online information. However, not every high school student has developed sufficient Internet skills or critical ability needed for schools. In fact, a survey from 2003 to 2008 by Kimber and Wyatt-Smith (2010) have pointed out that high school students' capabilities in curricular-related online searching tasks are still insufficient, despite the prevalence of the new technology. As secondary students are frequent users of the Internet by now, an understanding of their thoughts about online resources is very important.While completing learning tasks, students are increasingly involved in searching for information on the Internet (Tsai, 2009a). There has been a growing amount of studies concerning information seeking or searching practice for learning (Hofer, 2004;Tsai, 2009b;Tsai, Hsu, & Tsai, 2011;Zhou & Xu, 2007). It is generally held that different searching strategies used by learners lead to different searching results, and thus different performance (Wu & Tsai, 2007). As searching and processing information is a complex cognitive process which requires learners to verify, evaluate, organize and integrate information from a variety of sources (Mason & Boldrin, 2008;Walraven, Brand-gruwel, & Boshuizen, 2008), it has become essential for researchers to study variables related to learners' online searching behaviours in web-based le...

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Section: Online Information Searching Strategies (Oiss)mentioning

confidence: 99%

Students' self-regulated learning, online information evaluative standards and online academic searching strategies

Tseng

Liang

Tsai

2014

AJET

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“…As there is evidence that peer‐to‐peer collaboration produces higher instances of planning and evaluating, and higher learning outcomes (Lazonder, 2005), more research is needed concerning IPS and collaboration (Lazonder & Rouet, ). Whereas the research mainstream in this field has focused on the study of individual skills (Raes et al, ), several recent studies (Badia & Becerril, ; Lee & Cho, ; Shah, ; Wu, Hwang, & Kuo, ) have focused on small groups and some new collaborative aspects have emerged.…”

Section: Introductionmentioning

confidence: 99%

Information problem‐solving skills in small virtual groups and learning outcomes

García

Badia

2017

Computer Assisted Learning

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This study investigated the frequency of use of information problem‐solving (IPS) skills and its relationship with learning outcomes. During the course of the study, 40 teachers carried out a collaborative IPS task in small virtual groups in a 4‐week online training course. The status of IPS skills was collected through self‐reports handed in over the course of the 4 weeks. Learning was evaluated by means of open‐ended questionnaires before and after the group task. Three types of knowledge learning were evaluated: declarative, procedural and situational. Teachers exhibited a recurrent use of all skills during the whole collaborative task, although periodic use differed from week to week. Results showed a relationship between some IPS skills and declarative and procedural knowledge. The skills that were statistically significant were share information, read peer's information and analyse information. Implications for learning support and instruction are discussed.

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“…Moreover, A high search outcome student usually plays the role of leader to demonstrate how he/she solves problems by defining the information problem, searching for information, scanning, processing, and organizing the information, during which the middle search outcome and low search outcome members can observer and reflect. Thus, the middle search outcome and low search outcome members are allowed to question the high search outcome peer at any time when conducting problem solving (Lee, Hsieh, & Hwang, 2011;Hwang & Kuo, 2011;Hwang, Chen, Tsai, & Tsai, 2011;Tseng, Hwang, Tsai & Tsai, 2009). The collaboration has an important effect on the learning performance of students.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Moreover, social searching behaviors might enrich student's learning experience by motivating them to seek new insights and perspectives (Hwang & Kuo, 2011). We used the system log and post-test to determine the relationship between their social searching behaviors and learing outcomes.…”

Section: Analysis Of Learning Behaviors and Learning Outcomesmentioning

confidence: 99%

Examining the Effects of MOOCs Learners’ Social Searching Results on Learning Behaviors and Learning Outcomes

Huang

Ding

2016

EURASIA J MATH SCI T

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MOOCs social media has appealed to most instructors and learners like strong magnets by using ubiquitous handheld devices to share and discuss films, pictures, and messages. Through the social platform, users can share, track, and search for the information of their specific interests. Thus, they can make interactive discussions as well as social learning on multimedia texts and learning materials. It provides teachers and students the social platform to express opinions or ask questions. We developed an assistant system to help students evaluate problems and solutions is an emerging issue, and the MOOCs social searching system is a key solution. We report a case study that focuses on MOOCs learners' social searching results and its influence on learning behaviors and learning outcomes. A case study was carried out with 36 high school students in Northern Taiwan. Results show that the mechanism benefits student information gathering and improves learning performance.

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An information-summarising instruction strategy for improving the web-based problem solving abilities of students

Cited by 31 publications

References 32 publications

Students' self-regulated learning, online information evaluative standards and online academic searching strategies

Students' self-regulated learning, online information evaluative standards and online academic searching strategies

Information problem‐solving skills in small virtual groups and learning outcomes

Examining the Effects of MOOCs Learners’ Social Searching Results on Learning Behaviors and Learning Outcomes

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