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Saskia Brandgruwel - One of the best experts on this subject based on the ideXlab platform.

  • embedded instruction to learn Information Problem Solving effects of a whole task approach
    Computers in Human Behavior, 2019
    Co-Authors: Jimmy Frerejean, Paul A Kirschner, Johan Van Strien, Gerdo Velthorst, Saskia Brandgruwel
    Abstract:

    Abstract In contemporary education, students often need to use the Internet to find Information for Solving a Problem and completing a learning task. Teachers assume that students are sufficiently skilled to do so, but research shows the skills necessary for effective Information Problem Solving (IPS) are more often than not underdeveloped. This paper presents a study on embedded IPS training consisting of whole IPS tasks integrated in a 20-week course on vocabulary development, and its effects on student teachers' IPS skills. Skill measurements show that student teachers receiving the training search and select Information more systematically in the short term, but their search queries, sources, and solutions are not of significantly higher quality than those of student teachers who received the regular course without IPS training. In addition, the improvements were no longer visible after five weeks. The training therefore succeeded in developing cognitive strategies for approaching an Information Problem, but did not create lasting improvements in all aspects of the IPS skill. Methodological and practical implications are discussed.

  • effects of a modelling example for teaching Information Problem Solving skills
    Journal of Computer Assisted Learning, 2018
    Co-Authors: Jimmy Frerejean, J L H Van Strien, Paul A Kirschner, Saskia Brandgruwel
    Abstract:

    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.

  • completion strategy or emphasis manipulation task support for teaching Information Problem Solving
    Computers in Human Behavior, 2016
    Co-Authors: Jimmy Frerejean, Paul A Kirschner, Johan Van Strien, Saskia Brandgruwel
    Abstract:

    While most students seem to solve Information Problems effortlessly, research shows that the cognitive skills for effective Information Problem Solving are often underdeveloped. Students manage to find Information and formulate solutions, but the quality of their process and product is questionable. It is therefore important to develop instruction for fostering these skills. In this research, a 2-h online intervention was presented to first-year university students with the goal to improve their Information Problem Solving skills while investigating effects of different types of built-in task support. A training design containing completion tasks was compared to a design using emphasis manipulation. A third variant of the training combined both approaches. In two experiments, these conditions were compared to a control condition receiving conventional tasks without built-in task support. Results of both experiments show that students' Information Problem Solving skills are underdeveloped, which underlines the necessity for formal training. While the intervention improved students' skills, no differences were found between conditions. The authors hypothesize that the effective presentation of supportive Information in the form of a modeling example at the start of the training caused a strong learning effect, which masked effects of task support. Limitations and directions for future research are presented. Information Problem Solving skills in university students are underdeveloped.A 2-h online training increased Information Problem Solving skills.In two experiments, different types of built-in task support were compared.Students receiving no support showed performance equal to that of supported students.The form of task support did not affect reported mental effort during learning.

  • a descriptive model of Information Problem Solving while using internet
    Computers in Education, 2009
    Co-Authors: Saskia Brandgruwel, Iwan Wopereis, Amber Walraven
    Abstract:

    This paper presents the IPS-I-model: a model that describes the process of Information Problem Solving (IPS) in which the Internet (I) is used to search Information. The IPS-I-model is based on three studies, in which students in secondary and (post) higher education were asked to solve Information Problems, while thinking aloud. In-depth analyses of the thinking-aloud protocols revealed that the IPS-process consists of five constituent skills: (a) defining Information Problem, (b) searching Information, (c) scanning Information, (d) processing Information, and (e) organizing and presenting Information. Further, the studies revealed that regulation skills prove to be crucial for the on-going IPS-process. The IPS-I-model depicts the constituent skills, regulation skills, and important conditional skills. The model gives an initial impetus for designing IPS-instruction.

  • instructional support for enhancing students Information Problem Solving ability
    Computers in Human Behavior, 2008
    Co-Authors: Saskia Brandgruwel, Peter Gerjets
    Abstract:

    This special issue discusses European research on instructional support to foster students' ability to solve Information-based Problems. In this introduction, the concept of Information Problem Solving (IPS) and research in this field of interest will be placed in the broader perspective, which is called Information behavior. The focus of this special issue is an educational one and the papers all go into a specific kind of instructional support. The main research questions, findings and conclusions of the six contributions will be outlined. It is concluded that the most important directions for future research deal with how instructional support for different aspect of the process, like for instance how to regulated the process, best can be designed in order to make the instruction adaptive and fit to the learners needs.

Sara Wolf - One of the best experts on this subject based on the ideXlab platform.

  • using an Information Problem Solving model as a metacognitive scaffold for multimedia supported Information based Problems
    Journal of research on technology in education, 2003
    Co-Authors: Sara Wolf, Thomas Brush, John W Saye
    Abstract:

    AbstractThe purpose of this study was to determine the effect of a specific Problem-Solving model on achievement and attitudes when students solve an Information-based Problem. Thirty-five eighth-grade students in two intact classes were asked to write newspaper articles that summarized the events surrounding the Selma March during the African-American Civil Rights Movement. One class of students followed the procedures of the Eisenberg and Berkowitz Information Problem Solving (EBIPS) model, while the other followed a standard set of guidelines for writing newspaper articles. Both groups of students used a multimedia database of Information dealing with the African-American Civil Rights Movement for the activity. Achievement and attitudinal data were collected at the end of the treatment period, and observational data were collected throughout the treatment period. Results suggested that students who were supported by the EBIPS model created articles that were more accurate, utilized a wider variety of i...

  • using an Information Problem Solving model as a metacognitive scaffold for multimedia supported Information based Problems
    Journal of research on technology in education, 2003
    Co-Authors: Sara Wolf, Thomas Brush, John W Saye
    Abstract:

    AbstractThe purpose of this study was to determine the effect of a specific Problem-Solving model on achievement and attitudes when students solve an Information-based Problem. Thirty-five eighth-grade students in two intact classes were asked to write newspaper articles that summarized the events surrounding the Selma March during the African-American Civil Rights Movement. One class of students followed the procedures of the Eisenberg and Berkowitz Information Problem Solving (EBIPS) model, while the other followed a standard set of guidelines for writing newspaper articles. Both groups of students used a multimedia database of Information dealing with the African-American Civil Rights Movement for the activity. Achievement and attitudinal data were collected at the end of the treatment period, and observational data were collected throughout the treatment period. Results suggested that students who were supported by the EBIPS model created articles that were more accurate, utilized a wider variety of i...

  • the big six Information skills as a metacognitive scaffold a case study
    School Library Media Annual, 2003
    Co-Authors: Sara Wolf, Thomas Brush, John W Saye
    Abstract:

    Several Information Problem-Solving models exist for teaching and reinforcing the research, Problem-Solving, and writing processes. The Big Six Information skills model (Big6) is one that is primarily aimed at kindergarten through twelfth-grade students. This model is intended to foster the acquisition of research, Problem-Solving, and metacognitive skills through the cooperation of both school library media specialists and classroom teachers. While a strong anecdotal record exists supporting the use of Big6, empirical research support is less evident in library and education literature. This study examines the effect of Big6 on a class of eighthgrade students asked to research and write about events surrounding the African-American Civil Rights movement. This study describes the context of the task students were asked to complete, student’s experiences and reactions, and some conclusions that might be drawn from their experiences. It is a study based on a very small and homogenous set of students, but it tends to show the value of concise models that illustrate the full Problem-Solving process in order for young “researchers” to perhaps more fully grasp the extent of the task facing them. Such models, maps, and organizers should continue to be tested among many groups of learners to determine the full range of their value for giving the student greater confidence and understanding of the complexities involved in Information Problem-Solving.

  • using the big six Information skills as a metacognitive scaffold to solve Information based Problems
    2000
    Co-Authors: Sara Wolf, Thomas Brush
    Abstract:

    The purpose of this research study was to determine whether a specific Information Problem-Solving skills model was an effective metacognitive scaffold for students Solving Information-based Problems. Specifically, 35 eighth grade students in two intact classes were asked to write newspaper articles that summarized the events surrounding the Selma March during the African-American Civil Rights Movement. Achievement and attitudinal_data were-collected at the end of the treatment period, and observational data were collected throughout the treatment period. One class of students followed the procedures of the Eisenberg and Berkowitz Information Problem Solving model while the other followed the procedures provided by the classroom teacher. Results revealed that the students following a specific metacognitive scaffold performed better on the achievement measure. However, the students using a teacher-managed process reported more positive attitudes than the scaffolded students. Possible reasons for the differences in reported attitudes between the two groups include differing responsibility levels of students and teachers within the groups as well as differences in time spent in on-task behaviors throughout the study. (Contains 36 references.) (Author/AEF) Reproductions supplied by EDRS are the best that can be made from the original document. USING THE BIG SIX Information SKILLS AS A Metacognitive Scaffold TO SolvE Information Based Problems PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

John W Saye - One of the best experts on this subject based on the ideXlab platform.

  • using an Information Problem Solving model as a metacognitive scaffold for multimedia supported Information based Problems
    Journal of research on technology in education, 2003
    Co-Authors: Sara Wolf, Thomas Brush, John W Saye
    Abstract:

    AbstractThe purpose of this study was to determine the effect of a specific Problem-Solving model on achievement and attitudes when students solve an Information-based Problem. Thirty-five eighth-grade students in two intact classes were asked to write newspaper articles that summarized the events surrounding the Selma March during the African-American Civil Rights Movement. One class of students followed the procedures of the Eisenberg and Berkowitz Information Problem Solving (EBIPS) model, while the other followed a standard set of guidelines for writing newspaper articles. Both groups of students used a multimedia database of Information dealing with the African-American Civil Rights Movement for the activity. Achievement and attitudinal data were collected at the end of the treatment period, and observational data were collected throughout the treatment period. Results suggested that students who were supported by the EBIPS model created articles that were more accurate, utilized a wider variety of i...

  • using an Information Problem Solving model as a metacognitive scaffold for multimedia supported Information based Problems
    Journal of research on technology in education, 2003
    Co-Authors: Sara Wolf, Thomas Brush, John W Saye
    Abstract:

    AbstractThe purpose of this study was to determine the effect of a specific Problem-Solving model on achievement and attitudes when students solve an Information-based Problem. Thirty-five eighth-grade students in two intact classes were asked to write newspaper articles that summarized the events surrounding the Selma March during the African-American Civil Rights Movement. One class of students followed the procedures of the Eisenberg and Berkowitz Information Problem Solving (EBIPS) model, while the other followed a standard set of guidelines for writing newspaper articles. Both groups of students used a multimedia database of Information dealing with the African-American Civil Rights Movement for the activity. Achievement and attitudinal data were collected at the end of the treatment period, and observational data were collected throughout the treatment period. Results suggested that students who were supported by the EBIPS model created articles that were more accurate, utilized a wider variety of i...

  • the big six Information skills as a metacognitive scaffold a case study
    School Library Media Annual, 2003
    Co-Authors: Sara Wolf, Thomas Brush, John W Saye
    Abstract:

    Several Information Problem-Solving models exist for teaching and reinforcing the research, Problem-Solving, and writing processes. The Big Six Information skills model (Big6) is one that is primarily aimed at kindergarten through twelfth-grade students. This model is intended to foster the acquisition of research, Problem-Solving, and metacognitive skills through the cooperation of both school library media specialists and classroom teachers. While a strong anecdotal record exists supporting the use of Big6, empirical research support is less evident in library and education literature. This study examines the effect of Big6 on a class of eighthgrade students asked to research and write about events surrounding the African-American Civil Rights movement. This study describes the context of the task students were asked to complete, student’s experiences and reactions, and some conclusions that might be drawn from their experiences. It is a study based on a very small and homogenous set of students, but it tends to show the value of concise models that illustrate the full Problem-Solving process in order for young “researchers” to perhaps more fully grasp the extent of the task facing them. Such models, maps, and organizers should continue to be tested among many groups of learners to determine the full range of their value for giving the student greater confidence and understanding of the complexities involved in Information Problem-Solving.

Thomas Brush - One of the best experts on this subject based on the ideXlab platform.

  • using an Information Problem Solving model as a metacognitive scaffold for multimedia supported Information based Problems
    Journal of research on technology in education, 2003
    Co-Authors: Sara Wolf, Thomas Brush, John W Saye
    Abstract:

    AbstractThe purpose of this study was to determine the effect of a specific Problem-Solving model on achievement and attitudes when students solve an Information-based Problem. Thirty-five eighth-grade students in two intact classes were asked to write newspaper articles that summarized the events surrounding the Selma March during the African-American Civil Rights Movement. One class of students followed the procedures of the Eisenberg and Berkowitz Information Problem Solving (EBIPS) model, while the other followed a standard set of guidelines for writing newspaper articles. Both groups of students used a multimedia database of Information dealing with the African-American Civil Rights Movement for the activity. Achievement and attitudinal data were collected at the end of the treatment period, and observational data were collected throughout the treatment period. Results suggested that students who were supported by the EBIPS model created articles that were more accurate, utilized a wider variety of i...

  • using an Information Problem Solving model as a metacognitive scaffold for multimedia supported Information based Problems
    Journal of research on technology in education, 2003
    Co-Authors: Sara Wolf, Thomas Brush, John W Saye
    Abstract:

    AbstractThe purpose of this study was to determine the effect of a specific Problem-Solving model on achievement and attitudes when students solve an Information-based Problem. Thirty-five eighth-grade students in two intact classes were asked to write newspaper articles that summarized the events surrounding the Selma March during the African-American Civil Rights Movement. One class of students followed the procedures of the Eisenberg and Berkowitz Information Problem Solving (EBIPS) model, while the other followed a standard set of guidelines for writing newspaper articles. Both groups of students used a multimedia database of Information dealing with the African-American Civil Rights Movement for the activity. Achievement and attitudinal data were collected at the end of the treatment period, and observational data were collected throughout the treatment period. Results suggested that students who were supported by the EBIPS model created articles that were more accurate, utilized a wider variety of i...

  • the big six Information skills as a metacognitive scaffold a case study
    School Library Media Annual, 2003
    Co-Authors: Sara Wolf, Thomas Brush, John W Saye
    Abstract:

    Several Information Problem-Solving models exist for teaching and reinforcing the research, Problem-Solving, and writing processes. The Big Six Information skills model (Big6) is one that is primarily aimed at kindergarten through twelfth-grade students. This model is intended to foster the acquisition of research, Problem-Solving, and metacognitive skills through the cooperation of both school library media specialists and classroom teachers. While a strong anecdotal record exists supporting the use of Big6, empirical research support is less evident in library and education literature. This study examines the effect of Big6 on a class of eighthgrade students asked to research and write about events surrounding the African-American Civil Rights movement. This study describes the context of the task students were asked to complete, student’s experiences and reactions, and some conclusions that might be drawn from their experiences. It is a study based on a very small and homogenous set of students, but it tends to show the value of concise models that illustrate the full Problem-Solving process in order for young “researchers” to perhaps more fully grasp the extent of the task facing them. Such models, maps, and organizers should continue to be tested among many groups of learners to determine the full range of their value for giving the student greater confidence and understanding of the complexities involved in Information Problem-Solving.

  • using the big six Information skills as a metacognitive scaffold to solve Information based Problems
    2000
    Co-Authors: Sara Wolf, Thomas Brush
    Abstract:

    The purpose of this research study was to determine whether a specific Information Problem-Solving skills model was an effective metacognitive scaffold for students Solving Information-based Problems. Specifically, 35 eighth grade students in two intact classes were asked to write newspaper articles that summarized the events surrounding the Selma March during the African-American Civil Rights Movement. Achievement and attitudinal_data were-collected at the end of the treatment period, and observational data were collected throughout the treatment period. One class of students followed the procedures of the Eisenberg and Berkowitz Information Problem Solving model while the other followed the procedures provided by the classroom teacher. Results revealed that the students following a specific metacognitive scaffold performed better on the achievement measure. However, the students using a teacher-managed process reported more positive attitudes than the scaffolded students. Possible reasons for the differences in reported attitudes between the two groups include differing responsibility levels of students and teachers within the groups as well as differences in time spent in on-task behaviors throughout the study. (Contains 36 references.) (Author/AEF) Reproductions supplied by EDRS are the best that can be made from the original document. USING THE BIG SIX Information SKILLS AS A Metacognitive Scaffold TO SolvE Information Based Problems PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

Paul A Kirschner - One of the best experts on this subject based on the ideXlab platform.

  • embedded instruction to learn Information Problem Solving effects of a whole task approach
    Computers in Human Behavior, 2019
    Co-Authors: Jimmy Frerejean, Paul A Kirschner, Johan Van Strien, Gerdo Velthorst, Saskia Brandgruwel
    Abstract:

    Abstract In contemporary education, students often need to use the Internet to find Information for Solving a Problem and completing a learning task. Teachers assume that students are sufficiently skilled to do so, but research shows the skills necessary for effective Information Problem Solving (IPS) are more often than not underdeveloped. This paper presents a study on embedded IPS training consisting of whole IPS tasks integrated in a 20-week course on vocabulary development, and its effects on student teachers' IPS skills. Skill measurements show that student teachers receiving the training search and select Information more systematically in the short term, but their search queries, sources, and solutions are not of significantly higher quality than those of student teachers who received the regular course without IPS training. In addition, the improvements were no longer visible after five weeks. The training therefore succeeded in developing cognitive strategies for approaching an Information Problem, but did not create lasting improvements in all aspects of the IPS skill. Methodological and practical implications are discussed.

  • effects of a modelling example for teaching Information Problem Solving skills
    Journal of Computer Assisted Learning, 2018
    Co-Authors: Jimmy Frerejean, J L H Van Strien, Paul A Kirschner, Saskia Brandgruwel
    Abstract:

    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.

  • completion strategy or emphasis manipulation task support for teaching Information Problem Solving
    Computers in Human Behavior, 2016
    Co-Authors: Jimmy Frerejean, Paul A Kirschner, Johan Van Strien, Saskia Brandgruwel
    Abstract:

    While most students seem to solve Information Problems effortlessly, research shows that the cognitive skills for effective Information Problem Solving are often underdeveloped. Students manage to find Information and formulate solutions, but the quality of their process and product is questionable. It is therefore important to develop instruction for fostering these skills. In this research, a 2-h online intervention was presented to first-year university students with the goal to improve their Information Problem Solving skills while investigating effects of different types of built-in task support. A training design containing completion tasks was compared to a design using emphasis manipulation. A third variant of the training combined both approaches. In two experiments, these conditions were compared to a control condition receiving conventional tasks without built-in task support. Results of both experiments show that students' Information Problem Solving skills are underdeveloped, which underlines the necessity for formal training. While the intervention improved students' skills, no differences were found between conditions. The authors hypothesize that the effective presentation of supportive Information in the form of a modeling example at the start of the training caused a strong learning effect, which masked effects of task support. Limitations and directions for future research are presented. Information Problem Solving skills in university students are underdeveloped.A 2-h online training increased Information Problem Solving skills.In two experiments, different types of built-in task support were compared.Students receiving no support showed performance equal to that of supported students.The form of task support did not affect reported mental effort during learning.