Embedded instruction to learn information problem solving: Effects of a whole task approach

Computers in Human Behavior

Volumn 90, Issue , 2019, Pages 117-130

  Frerejean, Jimmy ^a   Velthorst, Gerdo J ^b   van Strien, Johan L H ^a,c   Kirschner, Paul A ^a,d   Brand Gruwel, Saskia ^a  

^a OPEN UNIVERSITY OF THE NETHERLANDS   (Netherlands)

^b Iselinge University of Professional Teacher Education   (Netherlands)

^c UTRECHT UNIVERSITY   (Netherlands)

^d UNIVERSITY OF OULU   (Finland)

Author keywords

[No Author keywords available]

Indexed keywords

CURRICULA; PERSONNEL TRAINING; SEARCH ENGINES; STUDENTS; TEACHING;

COGNITIVE STRATEGY; INFORMATION PROBLEM SOLVING; LEARNING TASKS; SEARCH QUERIES; SHORT TERM; STUDENT TEACHERS;

PROBLEM SOLVING;

ARTICLE; CONTROLLED STUDY; EXECUTIVE FUNCTION TEST; HUMAN; HUMAN EXPERIMENT; SKILL; TEACHING ASSISTENT; VOCABULARY;

EID: 85053061137     PISSN: 07475632     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.chb.2018.08.043     Document Type: Article

References (62)

1. Agosti, M., Crivellari, F., Di Nunzio, G.M., Web log analysis: A review of a decade of studies about information acquisition, inspection and interpretation of user interaction. Data Mining and Knowledge Discovery 24 (2012), 663–696, 10.1007/s10618-011-0228-8.
2. Anderson, J.R., Reder, L.M., Simon, H.A., Situated learning and education. Educational Researcher 25:4 (1996), 5–11, 10.3102/0013189x025004005.
3. Argelagós, E., Pifarré M., Improving information problem solving skills in secondary education through embedded instruction. Computers in Human Behavior 28 (2012), 515–526, 10.1016/j.chb.2011.10.024.
4. Argelagós, E., Pifarré M., Key information-problem solving skills to learn in secondary education: A qualitative, multi-case study. Journal of Education and Learning 5:4 (2016), 1–14, 10.5539/jel.v5n4p1.
5. Badke, W., Why information literacy is invisible. Communications in Information Literacy 4 (2010), 129–141, 10.1109/ICELMACH.2010.5608206.
6. Becerril, L., Badia, A., Information problem-solving skills and the shared knowledge construction process: A comparison of two learning tasks with differing levels of cognitive complexity. Culture and Education 27 (2015), 766–801, 10.1080/11356405.2015.1092265.
7. Brand-Gruwel, S., Kammerer, Y., van Meeuwen, L., van Gog, T., Source evaluation of domain experts and novices during Web search. Journal of Computer Assisted Learning, 33, 2017, 10.1111/jcal.12162.
8. Brand-Gruwel, S., Wopereis, I., Integration of the information problem-solving skill in an educational programme: The effects of learning with authentic tasks. Technology, Instruction, Cognition and Learning 4 (2006), 243–263.
9. Brand-Gruwel, S., Wopereis, I., Vermetten, Y., Information problem solving by experts and novices: Analysis of a complex cognitive skill. Computers in Human Behavior 21 (2005), 487–508, 10.1016/j.chb.2004.10.005.
10. Brand-Gruwel, S., Wopereis, I., Walraven, A., A descriptive model of information problem solving while using internet. Computers & Education 53 (2009), 1207–1217, 10.1016/j.compedu.2009.06.004.
11. Britt, M.A., Aglinskas, C., Improving students’ ability to identify and use source information. Cognition and Instruction 20 (2002), 485–522, 10.1207/S1532690XCI2004_2.
12. Cordova, D.I., Lepper, M.R., Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology 88 (1996), 715–730, 10.1037/0022-0663.88.4.715.
13. Derakhshan, M., Singh, D., Integration of information literacy into the curriculum: A meta-synthesis. Library Review 60 (2011), 218–229, 10.1108/00242531111117272.
14. Ericsson, K.A., Krampe, R.T., Tesch-Römer, C., The role of deliberate practice in the acquisition of expert performance. Psychological Review 100 (1993), 363–406, 10.1037/0033-295X.100.3.363.
15. Farrell, R., Badke, W., Situating information literacy in the disciplines. Reference Services Review 43 (2015), 319–340, 10.1108/rsr-11-2014-0052.
16. Frerejean, J., van Strien, J.L.H., Kirschner, P.A., Brand-Gruwel, S., Completion strategy or emphasis manipulation? Task support for teaching information problem solving. Computers in Human Behavior 62 (2016), 90–104, 10.1016/j.chb.2016.03.048.
17. Gerjets, P., Kammerer, Y., Werner, B., Measuring spontaneous and instructed evaluation processes during Web search: Integrating concurrent thinking-aloud protocols and eye-tracking data. Learning and Instruction 21 (2011), 220–231, 10.1016/j.learninstruc.2010.02.005.
18. Gopher, D., Emphasis change as a training protocol for high-demand tasks. Kramer, A.F., Wiegmann, D.A., Kirlik, A., (eds.) Attention: From theory to practice, 2007, Oxford University Press, Oxford, 209–224.
19. Gopher, D., Weil, M., Siegel, D., Practice under changing priorities: An approach to the training of complex skills. Acta Psychologica 71 (1989), 147–177, 10.1016/0001-6918(89)90007-3.
20. Hill, J., Hannafin, M., Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology Research & Development 49 (2001), 37–52, 10.1007/bf02504914.
21. Kalyuga, S., Hanham, J., Instructing in generalized knowledge structures to develop flexible problem solving skills. Computers in Human Behavior 27 (2011), 63–68, 10.1016/j.chb.2010.05.024.
22. Kammerer, Y., Bråten, I., Gerjets, P., Strømsø H.I., The role of Internet-specific epistemic beliefs in laypersons’ source evaluations and decisions during Web search on a medical issue. Computers in Human Behavior 29 (2012), 1193–1203, 10.1016/j.chb.2012.10.012.
23. Kirschner, P.A., De Bruyckere, P., The myths of the digital native and the multitasker. Teaching and Teacher Education 67 (2017), 135–142, 10.1016/j.tate.2017.06.001.
24. Kirschner, P.A., van Merriënboer, J.J.G., Do learners really know best? Urban legends in education. Educational Psychologist 48 (2013), 169–183, 10.1080/00461520.2013.804395.
25. Kroustallaki, D., Kokkinaki, T., Sideridis, G.D., Simos, P.G., Exploring students’ affect and achievement goals in the context of an intervention to improve web searching skills. Computers in Human Behavior 49 (2015), 156–170, 10.1016/j.chb.2015.02.060.
26. Kuiper, E., Volman, M., Terwel, J., Integrating critical Web skills and content knowledge: Development and evaluation of a 5th grade educational program. Computers in Human Behavior 24 (2008), 666–692, 10.1016/j.chb.2007.01.022.
27. Land, S.M., Greene, B.A., Project-based learning with the world wide web: A qualitative study of resource integration. Educational Technology Research & Development 48 (2000), 45–66, 10.1007/BF02313485.
28. Lim, J., Reiser, R.A., Olina, Z., The effects of part-task and whole-task instructional approaches on acquisition and transfer of a complex cognitive skill. Educational Technology Research & Development 57 (2009), 61–77, 10.1007/s11423-007-9085-y.
29. Lucassen, T., Schraagen, J.M., The influence of source cues and topic familiarity on credibility evaluation. Computers in Human Behavior 29 (2013), 1387–1392, 10.1016/j.chb.2013.01.036.
30. MaKinster, J.G., Beghetto, R.A., Plucker, J.A., Why can't I find Newton's third law? Case studies of students’ use of the web as a science resource. Journal of Science Education and Technology 11 (2002), 155–172, 10.1023/a:1014617530297.
31. Melo, M., Miranda, G., Learning electrical circuits: The effects of the 4C-ID instructional approach in the acquisition and transfer of knowledge. Journal of Information Technology Education: Research 14 (2015), 313–337.
32. Miller, C., Bartlett, J., ‘Digital fluency’: Towards young people's critical use of the internet. Journal of Information Literacy 6:2 (2012), 35–55.
33. Monchaux, S., Amadieu, F., Chevalier, A., Mariné C., Query strategies during information searching: Effects of prior domain knowledge and complexity of the information problems to be solved. Information Processing & Management 51 (2015), 557–569, 10.1016/j.ipm.2015.05.004.
34. Perin, D., Facilitating student learning through contextualization: A review of evidence. Community College Review 39 (2011), 268–295, 10.1177/0091552111416227.
35. Probert, E., Information literacy skills: Teacher understandings and practice. Computers & Education 53 (2009), 24–33, 10.1016/j.compedu.2008.12.018.
36. Rieh, S.Y., Collins-Thompson, K., Hansen, P., Lee, H.J., Towards searching as a learning process: A review of current perspectives and future directions. Journal of Information Science 42 (2016), 19–34, 10.1177/0165551515615841.
37. Rosman, T., Mayer, A.-K., Krampen, G., Combining self-assessments and achievement tests in information literacy assessment: Empirical results and recommendations for practice. Assessment & Evaluation in Higher Education 40:5 (2014), 1–15, 10.1080/02602938.2014.950554.
38. Rosman, T., Mayer, A.-K., Krampen, G., A longitudinal study on information-seeking knowledge in psychology undergraduates: Exploring the role of information literacy instruction and working memory capacity. Computers & Education 96 (2016), 94–108, 10.1016/j.compedu.2016.02.011.
39. Rosman, T., Mayer, A.-K., Krampen, G., On the pitfalls of bibliographic database searching: Comparing successful and less successful users. Behaviour & Information Technology 35 (2016), 106–117, 10.1080/0144929X.2015.1066446.
40. Salmerón, L., Kammerer, Y., García-Carrión, P., Searching the Web for conflicting topics: Page and user factors. Computers in Human Behavior 29 (2013), 2161–2171, 10.1016/j.chb.2013.04.034.
41. Sarfo, F.K., Elen, J., Developing technical expertise in secondary technical schools: The effect of 4C/ID learning environments. Learning Environments Research 10 (2007), 207–221, 10.1007/s10984-007-9031-2.
42. Sarsfield, E., Differences between novices’ and experts’ solving ill-structured problems. Public Health Nursing 31 (2014), 444–453, 10.1111/phn.12100.
43. Squibb, S.D., Mikkelsen, S., Assessing the value of course-embedded information literacy on student learning and achievement. College & Research Libraries 77 (2016), 164–183, 10.5860/crl.77.2.164.
44. Susilo, A.P., van Merriënboer, J., van Dalen, J., Claramita, M., Scherpbier, A., From lecture to learning tasks: Use of the 4C/ID model in a communication skills course in a continuing professional education context. The Journal of Continuing Education in Nursing 44 (2013), 278–284, 10.3928/00220124-20130501-78.
45. Tricot, A., Sweller, J., Domain-specific knowledge and why teaching generic skills does not work. Educational Psychology Review 26:2 (2014), 265–283, 10.1007/s10648-013-9243-1.
46. Van Deursen, A.J.A.M., van Diepen, S., Information and strategic internet skills of secondary students: A performance test. Computers & Education 63 (2013), 218–226, 10.1016/j.compedu.2012.12.007.
47. Van Deursen, A.J.A.M., van Dijk, J.A.G.M., Using the Internet: Skill related problems in users’ online behavior. Interacting with Computers 21 (2009), 393–402, 10.1016/j.intcom.2009.06.005.
48. Van Gog, T., Paas, F., van Merriënboer, J.J.G., Witte, P., Uncovering the problem-solving process: Cued retrospective reporting versus concurrent and retrospective reporting. Journal of Experimental Psychology: Applied 11 (2005), 237–244, 10.1037/1076-898x.11.4.237.
49. Van Merriënboer, J.J.G., Strategies for programming instruction in high school: Program completion vs. program generation. Journal of Educational Computing Research 6 (1990), 265–285, 10.2190/4NK5-17L7-TWQV-1EHL.
50. Van Merriënboer, J.J.G., Perspectives on problem solving and instruction. Computers & Education 64 (2013), 153–160, 10.1016/j.compedu.2012.11.025.
51. Van Merriënboer, J.J.G., De Croock, M.B.M., Strategies for computer-based programming instruction: Program completion vs. program generation. Journal of Educational Computing Research 8 (1995), 365–394, 10.2190/MJDX-9PP4-KFMT-09PM.
52. Van Merriënboer, J.J.G., Kester, L., Paas, F., Teaching complex rather than simple tasks: Balancing intrinsic and germane load to enhance transfer of learning. Applied Cognitive Psychology 20 (2006), 343–352, 10.1002/acp.1250.
53. Van Merriënboer, J.J.G., Kirschner, P.A., Ten steps to complex learning: A systematic approach to four-component instructional design. 3rd ed., 2018, Routledge, New York.
54. Van Merriënboer, J.J.G., Kirschner, P.A., Kester, L., Taking the load off a learner's mind: Instructional design for complex learning. Educational Psychologist 38 (2003), 5–13, 10.1207/S15326985EP3801_2.
55. Vandewaetere, M., Manhaeve, D., Aertgeerts, B., Clarebout, G., van Merriënboer, J.J.G., Roex, A., 4C/ID in medical education: How to design an educational program based on whole-task learning: AMEE guide No. 93. Medical Teacher 37 (2015), 4–20, 10.3109/0142159X.2014.928407.
56. Walraven, A., Brand-Gruwel, S., Boshuizen, H.P.A., Information-problem solving: A review of problems students encounter and instructional solutions. Computers in Human Behavior 24 (2008), 623–648, 10.1016/j.chb.2007.01.030.
57. Walraven, A., Brand-Gruwel, S., Boshuizen, H.P.A., How students evaluate information and sources when searching the World Wide Web for information. Computers & Education 52 (2009), 234–246, 10.1016/j.compedu.2008.08.003.
58. Walraven, A., Brand-Gruwel, S., Boshuizen, H.P.A., Fostering students’ evaluation behaviour while searching the internet. Instructional Science 41 (2013), 125–146, 10.1007/s11251-012-9221-x.
59. Wirth, W., Sommer, K., von Pape, T., Karnowski, V., Success in online searches: Differences between evaluation and finding tasks. Journal of the Association for Information Science and Technology 67 (2016), 2897–2908, 10.1002/asi.23389.
60. Wopereis, I., Brand-Gruwel, S., Vermetten, Y., The effect of embedded instruction on solving information problems. Computers in Human Behavior 24 (2008), 738–752, 10.1016/j.chb.2007.01.024.
61. Wopereis, I., Frerejean, J., Brand-Gruwel, S., Information problem solving instruction in higher education: A case study on instructional design. Kurbanoğlu, S., Boustany, J., Špiranec, S., Grassian, E., Mizrachi, D., Roy, L., (eds.) Communications in Computer and Information Science: Vol. 552. Information Literacy: Moving Toward Sustainability, Vol. 552, 2015, Springer, Basel, Switzerland, 293–302.
62. Wopereis, I., Frerejean, J., Brand-Gruwel, S., Teacher perspectives on whole-task information literacy instruction. Kurbanoğlu, S., Boustany, J., Špiranec, S., Grassian, E., Mizrachi, D., Roy, L., Çakmak, T., (eds.) Information Literacy: Key to an Inclusive Society. ECIL 2016. Communications in Computer and Information Science, Vol. 676, 2016, Springer International Publishing, Cham, 678–687.