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

, George Mason University, United States

Journal of Educational Multimedia and Hypermedia Volume 11, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

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 webbased 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.

Citation

Dabbagh, N. (2002). Assessing Complex Problem-Solving Skills and Knowledge Assembly Using Web-Based Hypermedia Design. Journal of Educational Multimedia and Hypermedia, 11(4), 291-322. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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