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Exploring the Effect of Learning Exploring the Effect of Learning Paradigm on Web-based LearningParadigm on Web-based Learning

Ming-Puu Chen & Jung-Chuan YenMing-Puu Chen & Jung-Chuan Yenmpchen@ice.ntnu.edu.twmpchen@ice.ntnu.edu.tw

Department of Information and Computer EducationDepartment of Information and Computer Education

National Taiwan Normal UniversityNational Taiwan Normal University

Taipei, TaiwanTaipei, Taiwan

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OutlineOutline

• IntroductionIntroduction

• Theoretical BackgroundTheoretical Background

• Implications for WBLImplications for WBL

• Research DesignResearch Design

• ResultsResults

• FindingsFindings

• SuggestionsSuggestions

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IntroductionIntroduction• The web-based technologyThe web-based technology

– increases the speed and forms of knowledge diffusionincreases the speed and forms of knowledge diffusion

– facilitates the creation of facilitates the creation of learner-centeredlearner-centered learning learning environments that promote higher order thinkingenvironments that promote higher order thinking

• Web-based learningWeb-based learning– must engages the learners must engages the learners

– supports cognitive processing which leads to learners’ supports cognitive processing which leads to learners’ knowledge constructionknowledge construction

Q: What learning approach will be appropriate for a Q: What learning approach will be appropriate for a certain form of web-based learning and type of certain form of web-based learning and type of

knowledge?knowledge?

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• Perspectives for e-learning designPerspectives for e-learning design– From learning theories:From learning theories:

• Cognitive theories ( learning as a process knowledge acquisition)Cognitive theories ( learning as a process knowledge acquisition)• Social and situated learning (learning as a process of participation)Social and situated learning (learning as a process of participation)

– Based on type of learning (4-tiers of e-learning, IBM):Based on type of learning (4-tiers of e-learning, IBM):• InformationInformation• Interactive learningInteractive learning• Collaborative learningCollaborative learning• Human Interaction Human Interaction

– Based on type of knowledge:Based on type of knowledge:• Declarative knowledgeDeclarative knowledge• Procedural knowledgeProcedural knowledge• Conditional knowledgeConditional knowledge

• Perspectives for this study:Perspectives for this study:– Acquisition approach vs. Participation approachAcquisition approach vs. Participation approach– Procedural knowledge vs. Problem-solvingProcedural knowledge vs. Problem-solving

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The Theoretical BackgroundThe Theoretical Background• The information processing theoriesThe information processing theories

– learning involves individuals in learning involves individuals in constructing constructing cognitive structures and schemascognitive structures and schemas that are effective in that are effective in a variety of situations a variety of situations

– focuses on how people focuses on how people • attendattend to environmental events, to environmental events, • encodeencode information to be learned, information to be learned,• relaterelate it to knowledge in memory, and it to knowledge in memory, and • retrieveretrieve it as needed it as needed

– learning as learning as a processa process of acquiring desired pieces of of acquiring desired pieces of knowledge (human mind = a container)knowledge (human mind = a container)

(More traditional perspective for CAL)(More traditional perspective for CAL)

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• The situated and social learning theoriesThe situated and social learning theories– learning as learning as a process of participatinga process of participating in various cultural in various cultural

practices and shared learning activitiespractices and shared learning activities

– Knowledge does not exist either Knowledge does not exist either in a world of its ownin a world of its own or or in individual mindsin individual minds but but participated in physical and participated in physical and social contextssocial contexts..

– People construct their knowledge People construct their knowledge as they interactas they interact in in socio-cultural situations.socio-cultural situations.

– It doesIt does not emphasize not emphasize so muchso much on the procedures and on the procedures and outcomesoutcomes of information processing through the mental of information processing through the mental structures.structures.

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Implications for WBL Implications for WBL

• From the acquisition perspective:From the acquisition perspective:– learning as learning as a processa process of knowledge acquisition of knowledge acquisition

• From the participation perspective:From the participation perspective:– learning as learning as a process of social participationa process of social participation

• Suggestions derived from studies:Suggestions derived from studies:– The The complementarycomplementary view view: : Researchers might adopt one Researchers might adopt one

perspective or the other depending on the nature of the problem perspective or the other depending on the nature of the problem in hand.in hand.

– The The synthesizedsynthesized view view: : The individual and social The individual and social perspectives are both fundamentally important and should be perspectives are both fundamentally important and should be

synthesized into onesynthesized into one..

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Purposes of this StudyPurposes of this Study

• To examine the effect of To examine the effect of type of learning paradigmtype of learning paradigm on computer problem-solving performanceon computer problem-solving performance– Acquisition approach vs. Participation approachAcquisition approach vs. Participation approach

• To explored the change of learners’ To explored the change of learners’ self-efficacyself-efficacy across the web-based problem-solving processacross the web-based problem-solving process– Defining, Planning, Conducting, and EvaluatingDefining, Planning, Conducting, and Evaluating

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Research DesignResearch Design

• The independent variable:The independent variable:– Type of learning paradigm:Type of learning paradigm:

Acquisition:Acquisition: Cognitive Scaffolded WBLCognitive Scaffolded WBL

Participation: Participation: Interactive WBL with CMC toolsInteractive WBL with CMC tools

• The dependent variables:The dependent variables:– Performance:Performance:

Procedural task performanceProcedural task performance: DFD, ERD: DFD, ERD

Complex task performanceComplex task performance: Final project performance: Final project performance

– Amount of interaction during problem solvingAmount of interaction during problem solving

– Self-efficacy across stages of problem-solvingSelf-efficacy across stages of problem-solving

(measured every other week)(measured every other week)

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The Web-based LearningThe Web-based Learning

• Target learners: Target learners: 98 College freshmen 98 College freshmen • Domain knowledge: Domain knowledge:

– The application of database systems The application of database systems

• Learning task: Learning task: – Form: Form: 6-week6-week team projectteam project

– Process: Process:

A 4-stage general process for problem-solvingA 4-stage general process for problem-solving• Defining the problemDefining the problem

• Planning for actionsPlanning for actions

• Conducting actions Conducting actions

• Evaluating the resultsEvaluating the results

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The Analysis of Performance and InteractionThe Analysis of Performance and Interaction

Procedural task performance:Procedural task performance:

Acquisition group (75.31 )Acquisition group (75.31 ) > Participation group (73.06) > Participation group (73.06)

Complex task performance:Complex task performance:

Acquisition group (74.61 ) < Acquisition group (74.61 ) < Participation group (79.47 )Participation group (79.47 )

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The Analysis of Self-efficacyThe Analysis of Self-efficacy

Week1: Acquisition group = Participation groupWeek1: Acquisition group = Participation group

Week3: Acquisition group = Participation groupWeek3: Acquisition group = Participation group

Week5: Acquisition group < Week5: Acquisition group < Participation groupParticipation group

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FindingsFindings• Procedural task Procedural task

– Cognitive approach (knowledge acquisition)Cognitive approach (knowledge acquisition)

• Complex taskComplex task– Social collaborative approach (Participation)Social collaborative approach (Participation)

• InteractionInteraction– Participation approach (more collaboration)Participation approach (more collaboration)

– Interaction contributed to complex task performanceInteraction contributed to complex task performance

• Self-efficacySelf-efficacy– Short-term (procedural task): equalShort-term (procedural task): equal

– Long-term (complex task): ParticipationLong-term (complex task): Participation

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SuggestionsSuggestions• Apply suitable approach according to type of knowledge Apply suitable approach according to type of knowledge

to be learnedto be learned– Acquisition approach Acquisition approach fundamental knowledge fundamental knowledge

– Participation approach Participation approach complex knowledge complex knowledge

• In the long run: the participation approach In the long run: the participation approach – Better complex tasks learning performance Better complex tasks learning performance

– Higher learning interactionHigher learning interaction

– Higher self-efficacyHigher self-efficacy

• Its difficult to have a clear cut between acquisition and Its difficult to have a clear cut between acquisition and participation approaches in real world situation. participation approaches in real world situation. Instructional design model may be needed.Instructional design model may be needed.

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System DemonstrationSystem Demonstration

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Comments and Questions?Comments and Questions?