Investigating the relationships among instructional strategies and learning styles in online environments

This exploratory study tests the assertion that instructional strategies that match field-dependence status of students are most effective. The study conducted with 12 graduate students registered in a graduate level online course. An online version of the Psychological Differentiation Inventory was used to measure the field-dependence status of students. Students’ perceived learning outcomes, their effort and involvement, and level of interaction that they perceived in online course module were measured through an online questionnaire. Results suggested that matches between students’ learning styles and instructional strategies did not affect learner perception of their own learning outcomes, level of effort and involvement, and level of interactions in the course. Data also indicated that no single instructional strategy, among three instructional strategies tested, emerged as superior for high and low field-dependent online students.     

Computer-supported example-based learning: When instructional explanations reduce self-explanations

We investigated whether the findings from worked-out example research on the effects of self-explanation prompts and on instructional explanations can be generalized to other example types – in this case: solved example problems. Whereas worked-out examples consist of a problem formulation, solution steps, and the final solution, solved example problems merely provide the problem formulation and the solution. We employed a first module of a computer-based environment for student teachers presenting solved example problems from which they learned how to select and to design worked-out examples for high school students. The participants (47 student teachers for German low- and medium-track schools and 33 student teachers for high-track schools) were randomly assigned to the cells of our 2 × 2 design (with vs. without self-explanation prompts; with vs. without instructional explanations). The effects of the different program versions on objective and subjective learning outcomes, on the perceived helpfulness of the program, and on the learning time were analyzed. As learning process data, the written and spoken self-explanations were assessed. The following main results were obtained: Particularly self-explanation prompts had favorable effects on learning outcomes, whereas instructional explanations can reduce the student teacher’s self-explanation activities and thereby the learning outcomes. Whereas “objectively” the most favorable learning outcomes were obtained when only self-explanation prompts were employed, the student teachers perceived their learning outcome best when only instructional explanations were provided. It can be concluded that the status of self-explanation prompts and of instructional explanations is comparable irrespective of the example type presented for learning.     

A programming approach to mathematics

This article presents an attempt to employ a programming approach to mathematical formalization. Six self-instructional units (120 instructional hours) have been developed for the Open University in Israel. This material was tried on three different types of populations: (a) bright high school students (11th–12th grade, A-level mathematics), (b) mathematics teachers with a programming background, and (c) university students studying mathematics, natural sciences and engineering. The results indicated that the programming approach is complementary to high school and university mathematics. The opportunity to explore, the algorithmic approach to mathematical operations and the visualization of mathematical objects and processes facilitates mathematical understanding and insights. It was most beneficial to the majority of the students who perform on a moderate level of abstraction. The course was less advantageous to those who have a very abstract way of perceiving mathematics or to those who are interested in mathematics only on a technical level. However, the vast majority of students gained new ways of understanding mathematical topics such as functions, curves, probability, game theory, recursive functions, envelopes, tiling, curve fitting, etc. They gained, as well, new strategies of using microcomputers to solve and further explore many mathematical problems which they could not solve before.     

Hypermedia Design Methodology in World Wide Web Applications

One approach to instruction based on a "learner-centered" view of learning is to provide rich environments in which learners can actually build their own knowledge. Therefore only educational software, carefully designed, can improve the efficiency of courseware. Within this framework, the World Wide Web provides a unique support for course material. Using a generalized hypermedia instructional design methodology, we integrated a hypermedia instructional module with simulation additional tools into an academic information system. This academic information system is a computer-supported environment in which collaborative discourse is the primary medium for knowledge advancement in the area of power electronics. It can be explored by learners in that they have both contextual access to knowledge displayed in a hypertext format and access to real experiences by means of simulation. In this article, we present an object-orientated approach that integrates the complete graphic user interface development.     

Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments

This study investigated the effectiveness, in terms of the attainment of relevant learning outcomes, of the types of learning promoted by educational features commonly incorporated in course management systems. Twenty-one courses with significant use of the Internet, but with face-to-face teaching as the predominant instructional mode, were investigated. Five hundred and ninety-five students taking these 21 courses completed a questionnaire which gave feedback on the extent of use of and quality of implementation of internet features, as well as their perception of the attainment of outcomes relating to approaches to learning, communication skills and understanding of content. A confirmatory factor analysis of scales pertinent to information presentation and constructive dialogue features showed a very poor fit to the data, indicating that the two types of function did not act in concert. Structural equation modelling was used to test instructional models in presage–process–product format for ‘information’ and ‘dialogue’ features. The information one showed a marginal fit to the data, but the dialogue one a very good fit. This shows that using the Internet for presenting information in a blended environment does not seem to effectively help students achieve learning outcomes. Using features which promote constructive dialogue and interactive learning activities encourages a deep approach to learning, the development of communication skills and enhanced understanding of content.     

Improving mathematical problem solving: A computerized approach

Mathematics teachers often experience difficulties in teaching students to become skilled problem solvers. This paper evaluates the effectiveness of two interactive computer programs for high school mathematics problem solving. Both programs present students with problems accompanied by instruction on domain-specific knowledge required in different episodes of problem solving. The first program is based on a direct instructional approach to learning, the second on a constructivist view of learning. The latter approach is expected to be particularly beneficial to weak students.The effectiveness of both computer programs was evaluated by means of an experiment. Four classes worked with the constructivist based computer program, and four worked with the direct instructional program. Five classes that had received traditional mathematics education served as the control group. The computer programs were used in three periods of two consecutive weeks each. The results show that both computer programs improved problem-solving ability more strongly than had traditional mathematics instruction. Contrary to our expectations, both weak and skilled students benefited equally from both computer programs. Specifically, the programs helped the students to improve the quality of their analysis and verification skills during problem solving.     

Design issues of a distance learning course on Business on the Internet

Abstract The paper presents the main design issues of a distance learning course on Business on the Internet. The instructional design is based on a learner-centred instructional strategy which allows learners to construct their own knowledge while solving real business problems and transferring their knowledge to other learners. They learn autonomously taking the responsibility for their learning and following their individual cognitive styles, interests, preferences. The learners have access to the Internet being members of a global, cooperative learning community. The learning community involves students and tutors who collectively take responsibility for the design and evaluation of the course content and the teaching methods to be applied. Both students and tutors inhabit a virtual learning environment that offers different virtual places and services: virtual university, virtual enterprise, auditoriums, workshop rooms, cafes, libraries, etc. where students from different locations can meet, interact, learn and work together, as if they were face-to-face.     

Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics

The main objective of this paper is to investigate the effectiveness of a proposed computer-based instructional method in Primary Education for self-regulated problem solving. The proposed instructional method is based on Sternberg’s model of problem solving within an authentic context. It consists of three main phases: observation, collaboration and semi-structured guidance. The ultimate learning objective is to augment the autonomous problem-solving skills of primary school children. In our study the Synergo tool was used, which is a synchronous computer supported collaborative learning tool, as well as the Moodle learning management system. The context which frames the method is authentic, very close to a students’ realistic learning situation. The findings of this study advocate that students can increase their problem-solving skills in a relatively short period of time. At the same time, they can improve their approach to the solution of a given mathematical problem, performing significant signs of autonomy.     

Interface, instructional approach, and domain learning with a mathematics problem-solving environment

In this paper, we conceptualize computer-based instruction (CBI) as involving both a primary task, learning a particular domain, and several secondary tasks centered around learning to use the instructional approach and manipulate the interface efficiently. We argue that the complexity and compatibility of the domain, instructional approach, and system interface separately and interactively influence the ease with which students are able to learn the subject matter. Examples show how looking at CBI in this way provides a framework for better understanding the results of some previous studies of CBI and CBI-related interface design. We also describe an experiment that attempted to dissociate the separate effects of these components on domain learning. The experiment examined the pretest-posttest performance differences of remedial subjects who learned to solve mathematics word problems.     

A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses

Inquiry-based learning, an effective instructional strategy, can be in the form of a problem or task for triggering student engagement. However, how to situate students in meaningful inquiry activities remains to be settled, especially for social studies courses. In this study, a contextual educational computer game is developed to improve students' learning performance based on an inquiry-based learning strategy. An experiment has been conducted on an elementary school social studies course to evaluate the effects of the proposed approach on the inquiry-based learning performances of students with different learning styles. The experimental results indicate that the proposed approach effectively enhanced the students' learning effects in terms of their learning achievement, learning motivation, satisfaction degree and flow state. Furthermore, it is also found that the proposed approach benefited the “active” learning style students more than the “reflective” style students in terms of learning achievement. This suggests the need to provide additional supports to students with particular learning styles in the future.     

A conceptual framework mapping the application of information search strategies to well and ill-structured problem solving

Problem-based learning (PBL) is an instructional approach that is organized around the investigation and resolution of problems. Problems are neither uniform nor similar. 11 and 12 in his design theory of problem solving has categorized problems into two broad types – well-structured and ill-structured. He has also described a host of mediating skills that impact problem solving outcomes. The thrust of this paper rests in the argument that the basis of these mediating skills is information search literacy and particularly, in view of the utility of the Internet as an informational repository, effective information searching skills. This study was an investigation of how different Internet information seeking strategies can be used to engage in problem solving. A conceptual framework that explains how different Internet information searching strategies can be employed in successfully solving well and ill-structured problems was devised and empirically tested. The research site was a newly established polytechnic in Singapore that employs problem-based learning to support its curricular implementation. The sample population of students came from a class of 25 first-year students. The research findings of this study inform that information searching skills indeed play an important role in problem solving. The findings affirm the need for students to be systematically instructed in the skills of information searching to be able to accomplish problem solving. The information searching necessary for solving well-structured problems is constrained and readily manageable. Thus, students only have to be acquainted with fundamental information searching skills to solve well-structured problems. On the other hand, the information needs of ill-structured problems are usually complex, multi-disciplinary and expansive. Hence, students have to be trained to apply a more advanced set of information searching skills in resolving ill-structured problems.     

A creative thinking approach to enhancing the web-based problem solving performance of university students

Along with the advancement of information and communication technology, researchers have pointed out the necessity and challenges of developing effective instructional strategies to enhance students' web-based problem-solving performance, which refers to the ability of investigating a series of related problems via searching for, abstracting and summarizing information on the web. In this study, a creative thinking strategy is proposed to cope with this problem. Moreover, an experiment was conducted on 80 freshmen from two classes of a university to evaluate the effectiveness of the proposed approach. The experimental results show that the proposed approach improved the students' web-based problem solving performance in comparison with the conventional approach in terms of “problem finding” and “idea finding.” Moreover, it was found that the proposed approach could improve the “fact finding” performance of the students with intuitive-type cognitive style. Accordingly, some implications and suggestions are given for educators who attempt to conduct web-based problem-solving activity.     

Development of an interactive computer-based learning strategy to assist in teaching water quality modelling

The following paper presents a computer-based learning strategy to assist in introducing and teaching water quality modelling to undergraduate civil engineering students. As part of the learning strategy, an interactive computer-based instructional (CBI) aid was specifically developed to assist students to set up, run and analyse the output from a commercially available water quality model (WQMAP) for a hypothetical raw sewage spill. The CBI aid comprised a Hypertext Markup Language (HTML) module with helpful text and still graphics, and links to on-screen recorded motion movie clips showing on-screen actions and voice narrations during the instructors absence. An anonymous class questionnaire to assess the students’ perceptions of the developed approach found that most students felt they were able to complete the project with minimum supervision, and have acquired a basic understanding of water quality modelling as a result of the activity. Additionally, almost all of the students found the CBI aid helpful and easy to follow.     

Using U‐Pace instruction to improve the academic performance of economically disadvantaged undergraduates

This study was undertaken to evaluate whether the student success associated with the U‐Pace instructional approach, which integrates mastery‐based learning with proactive instructor support in an online learning environment, would replicate for both economically disadvantaged students and students who are not economically disadvantaged. Undergraduates were enrolled in U‐Pace (intervention) or comparison sections of a gateway course at two universities with different learning management systems. Course content was held constant. At both universities, intervention students earned a significantly greater percentage of objectively determined final grades of A or B. This academic success was found for both economically disadvantaged intervention students and intervention students who were not economically disadvantaged. Improvement from the beginning to the end of the semester in intervention students' rate of mastering concepts was found at University 1, but not at University 2. The assessment of learning conducted at University 1, independent of final course grades, showed that intervention students scored significantly higher on the proctored cumulative exam than comparison students. Findings suggest that the U‐Pace instructional intervention holds promise for increasing the success of undergraduates regardless of economic status.     

Recalibrating reference within a dual-space interaction environment

In this paper we examine how two groups of middle school students arrive at shared understandings of and solutions to mathematical problems. Our data consists of logs of student participation in the Virtual Math Teams (VMT) system as they work on math problems. The project supports interaction both through chat and through a virtual whiteboard. We have examined in detail, the sequential work these students do to constitute and specify ‘the problem’ on which they are working in the ways they produce whiteboard objects and text postings. Solutions emerge as students come to understand the problem on which they are working. This understanding is achieved through gradual respecification of the math problem on which they are working.     

Using background knowledge in case-based legal reasoning: A computational model and an intelligent learning environment

Researchers in the field of AI and Law have developed a number of computational models of the arguments that skilled attorneys make based on past cases. However, these models have not accounted for the ways that attorneys use middle-level normative background knowledge (1) to organize multi-case arguments, (2) to reason about the significance of differences between cases, and (3) to assess the relevance of precedent cases to a given problem situation. We present a novel model, that accounts for these argumentation phenomena. An evaluation study showed that arguments about the significance of distinctions based on this model help predict the outcome of cases in the area of trade secrets law, confirming the quality of these arguments. The model forms the basis of an intelligent learning environment called CATO, which was designed to help beginning law students acquire basic argumentation skills. CATO uses the model for a number of purposes, including the dynamic generation of argumentation examples. In a second evaluation study, carried out in the context of an actual legal writing course, we compared instruction with CATO against the best traditional legal writing instruction. The results indicate that CATO's example-based instructional approach is effective in teaching basic argumentation skills. However, a more “integrated” approach appears to be needed if students are to achieve better transfer of these skills to more complex contexts. CATO's argumentation model and instructional environment are a contribution to the research fields of AI and Law, Case-Based Reasoning, and AI and Education.     

The effects of individually personalized computer-based instructional program on solving mathematics problems

This study investigated the effects of an individually personalized computer-based instructional program on the achievement and attitudes regarding mathematics computational problems and word problems of 104 middle school American students. Students were blocked by math entering knowledge based on pre-test scores, then randomly assigned to a personalized or non-personalized version of the computer-based instructional program. A significant two-way interaction (treatment by math entering knowledge) reflected that personalized higher-level math entering knowledge students and non-personalized higher-level math entering knowledge students had similar post-test scores but personalized lower-level math entering knowledge students scored significantly higher on the post-test than non-personalized lower-level math entering knowledge students. Another significant two-way interaction (math entering knowledge by problem type) reflected that students with higher-level math entering knowledge scored considerably higher on the computational problems than on the word problems while students with lower-level math entering knowledge scored significantly higher on the computational problems than on the word problems. Student attitudes were significantly more favorable toward the personalized computer-based instructional program.     

Development of online instructional resources for Earth system science education: An example of current practice from China

Educators around the world are striving to make science more accessible and relevant to students. Online instructional resources have become an integral component of tertiary science education and will continue to grow in influence and importance over the coming decades. A case study in the iterative improvement of the online instructional resources provided for first-year undergraduates taking “Introductory Earth System Science” at Nanjing University in China is presented in this paper. Online instructional resources are used to conduct a student-centered learning model in the domain of Earth system science, resulting in a sustainable online instructional framework for students and instructors. The purpose of our practice is to make Earth system science education more accessible and exciting to students, changing instruction from a largely textbook-based teacher-centered approach to a more interactive and student-centered approach, and promoting the integration of knowledge and development of deep understanding by students. Evaluation on learning performance and learning satisfaction is conducted to identify helpful components and perception based on students’ learning activities. The feedbacks indicate that the use of online instructional resources has positive impacts on mitigating Earth system science education challenges, and has the potential to promote deep learning.     

A multi-objective dynamic vehicle routing problem with fuzzy time windows: Model,solution and application

In this paper, a multi-objective dynamic vehicle routing problem with fuzzy time windows (DVRPFTW) is presented. In this problem, unlike most of the work where all the data are known in advance, a set of real time requests arrives randomly over time and the dispatcher does not have any deterministic or probabilistic information on the location and size of them until they arrive. Moreover, this model involves routing vehicles according to customer-specific time windows, which are highly relevant to the customers’ satisfaction level. This preference information of customers can be represented as a convex fuzzy number with respect to the satisfaction for a service time. This paper uses a direct interpretation of the DVRPFTW as a multi-objective problem where the total required fleet size, overall total traveling distance and waiting time imposed on vehicles are minimized and the overall customers’ preferences for service is maximized. A solving strategy based on the genetic algorithm (GA) and three basic modules are proposed, in which the state of the system including information of vehicles and customers is checked in a management module each time. The strategy module tries to organize the information reported by the management module and construct an efficient structure for solving in the subsequent module. The performance of the proposed approach is evaluated in different steps on various test problems generalized from a set of static instances in the literature. In the first step, the performance of the proposed approach is checked in static conditions and then the other assumptions and developments are added gradually and changes are examined. The computational experiments on data sets illustrate the efficiency and effectiveness of the proposed approach.