Search results for author:"Andrew Tawfik"
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The Effects of Successful versus Failure-Based Cases on Argumentation while Solving Decision-Making Problems
Educational Technology Research and Development Vol. 61, No. 3 (June 2013) pp. 385–406
Solving complex, ill-structured problems may be effectively supported by case-based reasoning through case libraries that provide just-in-time domain-specific principles in the form of stories. The cases not only articulate previous experiences of...
Technology, Knowledge and Learning Vol. 20, No. 3 (2015) pp. 299–315
In the field of mathematic problem-solving, students are often assigned well-structured problems that have specific "right" answers. However, this misses an important aspect of education, which is to allow the learner to investigate the...
Educational Technology Research and Development Vol. 63, No. 6 (2015) pp. 975–994
To date, many instructional systems are designed to support learners as they progress through a problem-solving task. Often these systems are designed in accordance with instructional design models that progress the learner efficiently through the...
The Effects of Case Libraries in Supporting Collaborative Problem-Solving in an Online Learning Environment
Technology, Knowledge and Learning Vol. 19, No. 3 (October 2014) pp. 337–358
Various domains require practitioners to encounter and resolve ill-structured problems using collaborative problem-solving. As such, problem-solving is an essential skill that educators must emphasize to prepare learners for practice. One potential...
International Journal of Designs for Learning Vol. 4, No. 1 (Jun 18, 2013)
With the growing emphasis being placed upon situated learning theory, designs increasingly implement problem-based learning (PBL) in various educational contexts. However, some of the difficulties instructional designers face include interweaving...
Interdisciplinary Journal of Problem-based Learning Vol. 10, No. 1 (2016)
Current theories and models of education often argue that instruction is best administered when knowledge is situated within a context. Problem-based learning (PBL) provides an approach to education that has particularly powerful affordances for...
International Journal of Designs for Learning Vol. 3, No. 1 (Oct 30, 2012)
Instructional designers can support ill-structured problem solving through case libraries that detail domain-specific principles. In this design project, case libraries were employed in an undergraduate sales management course to contextualize...
TechTrends: Linking Research and Practice to Improve Learning Vol. 60, No. 6 (2016) pp. 598–605
While much has been written in the field of educational technology regarding educational excellence and efficiency, less attention has been paid to issues of equity. Along these lines, the field of educational technology often does not address key...
Andrew A. Tawfik; Philippe J. Giabbanelli; Maureen Hogan; Fortunata Msilu; Anila Gill; Cindy S. York
Computers & Education Vol. 118, No. 1 (March 2018) pp. 120–132
Studies have found that students struggle to challenge their peers and engage in co-construction of knowledge when in asynchronous problem-based learning (PBL) contexts. In other settings, case libraries have been shown to support problem solving...
Technology, Knowledge and Learning Vol. 23, No. 1 (2018) pp. 177–187
In case library learning environments, learners are presented with an array of narratives that can be used to guide their problem solving. However, according to theorists, learners struggle to identify and retrieve the optimal case to solve a new...
The Nature and Level of Learner-Learner Interaction in a Chemistry Massive Open Online Course (MOOC)
Andrew A. Tawfik; Todd D. Reeves; Amy E. Stich; Anila Gill; Chenda Hong; Joseph McDade; Venkata Sai Pillutla; Xiaoshu Zhou; Philippe J. Giabbanelli
Journal of Computing in Higher Education Vol. 29, No. 3 (2017) pp. 411–431
Similar to other online courses, massive open online courses (MOOCs) often rely on learner-learner interaction as a mechanism to promote learning. However, little is known at present about learner-learner interaction in these nascent informal...