Assessing Complex Problem-Solving Skills and Knowledge Assembly Using Web-Based Hypermedia Design.

This research project studied the effects of hierarchical versus heterarchical hypermedia structures of web-based case representations on complex problem-solving skills and knowledge assembly in problem-centered learning environments to develop a system or model that informs the design of web-based cases for ill-structured problems across multiple disciplines. Two groups of students were assigned to work through an ill-structured problem, represented hierarchically and heterarchically in a web-based format. A web-based tracking program was deployed to track students' journeys through the hypermedia case designs. Students were observed while interacting with the problem and were interviewed after submitting their case solutions. Results from the tracking program, observations, case solutions, and interview questions will address case design issues, problem-solving issues, and group processes. RESEARCH PROBLEM Several research projects and studies (Booth-Sweeney, 2001; Herreid & Schiller, 2001; Siegel, et al., 2000; Rogers & Erickson, 1998; Gerdes, 1998; Sutyak, Lebeau, & O'Donnell, 1998; Fitzgerald & Semrau, 1996; Jacobson, Maouri, Mishra, & Kolar, 1996) have investigated the use of cases or problems in instruction particularly in relation to case structure (e.g., linear vs. hypertext, narrative vs. conceptual) and problem complexity (e.g., well-defined vs. ill-structured), and the impact of such variables on advanced knowledge acquisition. However to date, there is no explicit framework or instructional model to guide the design of web-based hypermedia cases, particularly for ill-structured problems or learning tasks that require students to engage in complex problem-solving and knowledge transfer. In addition, Grissom and Koschmann (1995) contended that cases or problems that are used as a stimulus for authentic activity are hard to come by in disciplines other than medicine, business, and law, and suggested tha t hypertext/hypermedia may be a more efficient and effective medium to produce cases for learning environments that are problem-centered. This research project studied the effects of different hypermedia structures of web-based case representations on complex problem-solving skills and knowledge assembly in problem-centered learning environments to develop a system or model that informs the design of web-based cases for ill-structured problems across multiple disciplines. Ill-structured problems are the kinds of problems or tasks that are encountered in everyday practice requiring the integration of several content domains and possessing multiple solutions or solution paths (Jonassen, 1997). They are problems that are "situated in and emergent from a specific context" (Jonassen, 1997, p. 68) and "lacking solutions that are indisputably correct" (Kagan, 1993, p. 715). Therefore they are arguably most appropriate for engaging students in authentic activity and assessing complex problem-solving skills and knowledge transfer. THEORETICAL FRAMEWORK Duffy and Cunningham (1996) identified five strategies for using problems in instruction: (a) the problem as an example; (b) the problem as an integrator or test; (c) the problem as a guide; (d) the problem as a vehicle for process; and (e) the problem as a stimulus for authentic activity. This research project focused on their strategy of using the problem as a stimulus for authentic activity. Authentic activity is most simply defined as the ordinary practices of a culture, namely, coherent, meaningful, and purposeful activities (Brown, Collins, & Duguid, 1989). More specifically, an authentic learning task for students should have the following characteristics. It should: (a) cue the leaner to the desired solution(s) in order to promote "free exploration" or self-directed inquiry; (b) allow multiple solutions or solution paths; (c) have no explicit means for determining appropriate action; (d) be perceived as real or consequential by the learner to promote ownership of the problem; and (e) possess multiple criteria for evaluating solutions. …