Identifying and Measuring Ill-Structured Problem Formulation and Resolution in Online Asynchronous Discussions

Abstract: This paper reports on a study involving the development and application of an instrument to identify and measure ill-structured problem formulation and resolution (PFR) in online asynchronous discussions (OADs). The instrument was developed by first determining PFR processes relevant to ill-structured problems in professional practice. The processes were derived from a conceptual framework. Further refinement of the instrument was achieved by the addition of indicators of processes. These indicators are derived through application of the instrument to an actual discussion in which the processes are operationalized. Results of the application of the instrument indicated that participants engaged more in problem resolution than in problem formulation. The instrument can be further developed and refined through its application in other contexts by researchers or practitioners interested in the design and use of OADs.

[1]  P. Goodyear,et al.  Flexible learning in higher education: the use of computer-mediated communications , 1994 .

[2]  David Lyon Global Networks: Computers and International Communication , 1994 .

[3]  Curtis J. Bonk,et al.  Content analysis of online discussion in an applied educational psychology course , 2000 .

[4]  Charlotte N. Gunawardena,et al.  Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing , 1997 .

[5]  Lucia Rapanotti,et al.  Mapping interactions in a computer conferencing environment , 2001 .

[6]  Miika Marttunen,et al.  Electronic Mail as a Pedagogical Delivery System: An Analysis of the Learning of Argumentation , 1997 .

[7]  D. Newman,et al.  A Content Analysis Method to Measure Critical Thinking in Face-to-Face and Computer Supported Group Learning , 1995 .

[8]  Mary McComb Augmenting a Group Discussion Course with Computer-Mediated Communication in a Small College Setting. , 1993 .

[9]  E. Zhu Meaning Negotiation, Knowledge Construction, and Mentoring in a Distance Learning Course , 1996 .

[10]  David H. Jonassen,et al.  Instructional design models for well-structured and III-structured problem-solving learning outcomes , 1997 .

[11]  D. Randy Garrison,et al.  Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education , 1999, Internet High. Educ..

[12]  Anthony Kaye,et al.  Learning Together Apart , 1992 .

[13]  M. Bullen PARTICIPATION AND CRITICAL THINKING IN ONLINE UNIVERSITY DISTANCE EDUCATION , 1998 .

[14]  Timothy A. Post,et al.  On the solving of ill-structured problems. , 1988 .

[15]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[16]  Michael Schrage,et al.  No More Teams!: Mastering the Dynamics of Creative Collaboration , 1995 .

[17]  Claire O'Malley,et al.  Designing Computer Support for Collaborative Learning , 1995 .

[18]  Patrick J. Fahy,et al.  The Development and Testing of a Tool for Analysis of Computer-Mediated Conferencing Transcripts , 2000 .

[19]  T. Anderson,et al.  Online Social Interchange, Discord, and Knowledge Construction , 1998 .

[20]  Thérèse Laferrière,et al.  Virtual Communities for Professional Development: Helping Teachers Map the Territory in Landscapes without Bearings. , 2003 .

[21]  Stan Lester Beyond Knowledge and Competence towards a framework for professional education , 1995 .

[22]  Elizabeth Murphy Moving from theory to practice in the design of web-based learning from the perspective of Constructivism , 2003 .