David W. Nelson

The Past, Present, and Future of Research in Distance Education: Results of a Content Analysis.

The articles published in four prominent distance education journals between 1997 and 2002 were categorized and the references cited were tallied. The study provides an opportunity to examine research topics, methods, and citation trends. The results can be used to review current research trends and to explore potential research directions.

Viewing or visualising—which concept map strategy works best on problem-solving performance?

The purpose of this study was to investigate the effects of two types of maps (generative vs. completed) and the amount of prior knowledge (high vs. low) on well-structured and ill-structured problem-solving performance. Forty-four undergraduates who were registered in an introductory instructional technology course participated in the study. Participants were randomly assigned to two treatments that used generative and completed concept maps. Within those treatment groups, participants were differentiated by prior domain knowledge, high or low. Although the high knowledge-generative group outperformed the other three groups on well-structured problem-solving performance, it did not have an effect on ill-structured problem-solving performance.

Design of a cognitive tool to enhance problem‐solving performance

The design of a cognitive tool to support problem‐solving performance for external representation of knowledge is described. The limitations of conventional knowledge maps are analyzed in proposing the tool. The design principles and specifications are described. This tool is expected to enhance learners’ problem‐solving performance by allowing them to represent internal representations externally while they solve problems. Tests of the tool’s efficacy are suggested. Conception d’un outil cognitif pour améliorer la performance dans la résolution de problèmes On décrit la mise au point d’un outil cognitif visant à améliorer la capacité à résoudre des problèmes pour parvenir à représenter extérieurement les connaissances. Pour proposer cet outil, on a analysé les limites des schémas conventionnels de représentation des connaissances. On a ensuite décrit les principes de conception et les spécifications. Cet outil devrait améliorer la performance des apprenants dans la résolution de problèmes en leur permettant de représenter extérieurement des représentations intérieures pendant qu’ils résolvent les problèmes. On suggère des tests pour vérifier l’efficacité de l’outil. Entwurf eines kognitiven Werkzeugs, um das Problem‐Lösen zu verbessern Der Entwurf eines kognitiven Werkzeugs, um den Bereich des Problemlösens bei externer Wissensdarstellung zu unterstützen, wird beschrieben. Die Grenzen konventioneller “Wissenslandkarten” wurden analysiert, um das Werkzeug entwerfen zu können. Grundsätze und Spezifikationen des Entwurfs werden dargestellt. Es wird erwartet, dass dieses Werkzeug die Problem lösenden Leistungen der Anfänger dadurch verbessert, dass es ihnen während des Problemlösens möglich wird, ihre internen Vorgänge nach außen darzustellen. Tests zur Wirksamkeit des entwickelten Werkzeugs werden vorgeschlagen.

Learner Involvement in Instruction on a Complex Cognitive Task: Application of a Composite Measure of Performance and Mental Effort

Abstract This study presents an application of a measure of learner involvement developed by Paas, Tuovinen, van Merrienboer, and Darabi (2005). These authors combined learners’ performance scores with their perceived mental effort invested in instruction and used it to assess learner involvement in instructional conditions. The present study examines the differentiating attributes of the Paas et al. learner involvement measure by using data collected in an experiment that investigated the effectiveness of three computer-based instructional strategies: (a) conventional problem solving, (b) product-oriented worked examples, and (c) process-oriented worked examples. As hypothesized, learners using worked example strategies showed higher involvement scores than those in conventional problem solving. However, no differences in learner involvement were found between the two worked-example strategies. The implications of these findings for designing instructional strategies and suggestions for further research are discussed.

The Role of Supportive Information in the Development and Progression of Mental Models

In learning a complex skill, creation and elaboration of learners’ conceptual and causal models benefit from supportive information provided at the beginning of instruction. On the other hand, it has been documented that practicing problem solving leads to better performance and transfer of complex cognitive skills. Despite the essential role of problem-solving practice for integration and transfer of knowledge and skills, providing novice learners with supportive information before practice can contribute substantially to the progression of a learner’s mental model toward an expert-like mental model. This progression process was examined before and after three phases of the instructional process: supportive information presentation, problem-solving practice, and test performance. Participants’ mental models of the complex learning task were matched against an expert mental model at five observation points through an instructional troubleshooting session. The results indicated a significant change in participants’ mental models after receiving the supportive information and no change after practice or performance.

Effect of worked examples on mental model progression in a computer-based simulation learning environment

In a diagnostic problem solving operation of a computer-simulated chemical plant, chemical engineering students were randomly assigned to two groups: one studying product-oriented worked examples, the other practicing conventional problem solving. Effects of these instructional strategies on the progression of learners’ mental models were examined by comparing representations of their mental models with those of experts at three segments of the instruction. Progression of mental models for the worked example group was significantly greater than those using the problem-solving strategy. However, this progression did not manifest itself in learners’ troubleshooting performance measured by number of correct diagnosis and first time correct diagnosis. The implications of these results for designing instruction tailored to learners’ domain knowledge are discussed.