Differences Between Novices' and Experts' Solving Ill‐Structured Problems

Sarsfield, Pete

doi:10.1111/phn.12100

Cited by 21 publications

(14 citation statements)

References 39 publications

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“…Short on working memory capacity, novice learners focus primarily on irrelevant problem features and build a superficial representation of the problem. Experts, on the other hand, identify structural problem features, such as relevant domain principles, to create a more elaborate problem representation (Chi, Feltovich, & Glaser, ; Sarsfield, ).…”

Section: Introductionmentioning

confidence: 99%

Effects of a modelling example for teaching information problem solving skills

Frèrejean

Strien

Kirschner

et al. 2018

Computer Assisted Learning

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Although students often appear to be skilled in retrieving and making use of information from the internet, research shows that their information problem solving skills are overestimated. They show deficiencies in many of the necessary skills, such as generation of search terms, selection of sources, and critical processing of information. It is therefore necessary to design and develop effective instruction to foster information problem solving skills. Research shows that learning from examples can be an effective approach for teaching complex cognitive skills in ill-structured domains, such as writing or communicating. To explore whether this also holds for information problem solving, this study investigates the effects of presenting a modelling example in an online information problem solving training. Results of two experiments show that viewing a modelling example, presented as a screencast of an expert thinking out loud and interspersed with cognitive prompts, leads to a higher posttest performance than performing a practice task. The effect persisted on a delayed posttest 1 week later.The results imply that information problem solving instruction in an online setting can benefit from employing video-based modelling examples. KEYWORDSexample-based learning, information problem solving, modelling example, prompting 1 | INTRODUCTION 1.1 | Information problem solving Information problem solving (IPS) is a skill often required from students in today's educational programs, as it is common for teachers to provide assignments requiring students to search for information on the internet. These assignments can be characterized as information problems: problems that require more information to solve than is currently available to the learner. They pose an information gap, because students must first search for the missing information and then process it in order to solve problem. Teachers might assume that searching and processing information automatically leads to learning, but such information problems are often ill-defined and present unknown or unclear task demands, goals, or solution paths. Although it is tempting to regard students as "digital natives" and expect that they automatically acquired skills to solve such problems, research shows that most students' IPS skills are underdeveloped. Students struggle to systematically search for information, evaluate it critically, and produce an adequate solution for an information problem (Frerejean, van Strien, Kirschner, & Brand-Gruwel, 2016;Walraven, Brand-Gruwel, & Boshuizen, 2008).An effective approach to solving an information problem can be summarized in five steps (e.g., the IPS-I model; Brand-Gruwel, Wopereis, & Vermetten, 2005; Brand-Gruwel, Wopereis, & Walraven, 2009). First, learners build a problem representation by reviewing the ---This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is no...

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Section: Introductionmentioning

confidence: 99%

Effects of a modelling example for teaching information problem solving skills

Frèrejean

Strien

Kirschner

et al. 2018

Computer Assisted Learning

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“…The design and support for training novice RNs is therefore more challenging than training experienced RNs. [40] Strategies that are meant to help transition novice RNs into real world practice need to be grounded in evidencebased education where training is integrated with best practice techniques. [41] Although patient safety in healthcare is often hampered by a variety of cultures and organizational changes, efforts to embed patient safety into continuing education must continue.…”

Section: Introductionmentioning

confidence: 99%

Effective patient safety education for novice RNs: A systematic review

Niemeyer¹

2017

JNEP

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Background and objective: The need is great for identifying effective evidence-based strategies that focus on increasing novice RN confidence for the application of skills used to care for patients safely. The purpose of this systematic review is to explore effective continuing education strategies that target novice RNs' professional development, enhance clinical confidence, and focus on patient safety. Results: This systematic review identified 12 articles that describe effective training strategies aimed at improving novice RNs' clinical practice confidence and skill. A thematic analysis of the data was used to systematically gain knowledge about strategies used to educate novice RNs working in the hospital setting. The majority of strategies employed a number of different types of simulation and reported varying degrees of success for improving novice RN ability to care for patients safely. Simulation, virtual reality, preceptored clinical experiences, and interdisciplinary experiences were found to be effective education strategies enhancing novice RN's skill for providing safe care. Didactic instruction had positive results, but was not as effective as simulation for novice RNs learning safe patient care. Finally, written instruction was not as effective as simulation, and hard copy supplements provided no added value to novice RNs learning safe patient care. Conclusions: Findings from this review are foundational to address calls from the Institute of Medicine (IOM) and the National League for Nursing (NLN) to reform and support post-graduate nursing education. The development of novel education and training targeting novice RNs in the hospital setting is essential, but more research is needed to enhance safe patient care.

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“…Problem definition activities present a particularly interesting venue for further research. Research by Sarsfield (2014) showed that domain experts in professional domains generate complex, detailed problem representations, while novices form broad and superficial representations. More research is needed to investigate how learners perceive the problem at the start of the task, and whether this perception changes throughout the problem-solving process.…”

Section: Discussionmentioning

confidence: 99%