Impact of Guidance on the Problem-Solving Efforts of Instructional Design Novices

Autor/inn/en	Ertmer, Peggy A.; Stepich, Donald A.; Flanagan, Sara; Kocaman-Karoglu, Aslihan; Reiner, Christian; Reyes, Lisette; Santone, Adam L.; Ushigusa, Shigetake
Titel	Impact of Guidance on the Problem-Solving Efforts of Instructional Design Novices
Quelle	In: Performance Improvement Quarterly, 21 (2009) 4, S.117-132 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0898-5952
DOI	10.1002/piq.20041
Schlagwörter	Control Groups; Instructional Design; Problem Solving; Case Studies; Nonparametric Statistics; Expertise; Teacher Guidance; Test Validity; Test Reliability; Educational Research; Graduate Students; College Faculty; Predictor Variables; Educational Technology + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Problemlösen; Case study; Fallstudie; Case Study; Expert appraisal; Lehrerberatung; Testvalidität; Testreliabilität; Bildungsforschung; Pädagogische Forschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Prädiktor; Unterrichtsmedien
Abstract	This exploratory study examined differences in the problem representations of a case-based situation by expert and novice instructional designers. The experts and half of the novices (control group) received identical directions for case analysis, while the other novices (treatment group) received additional guidelines recommending analysis strategies that experts tend to use. After participants' case analyses were scored on four dimensions of problem representation, a Wilcoxon nonparametric test was performed. Significant differences were noted between experts and control novices on the total score and on two dimensions of problem representation. Treatment novices did not differ significantly from experts, while control and treatment novices differed significantly on one dimension. Implications for future research and practice are discussed. (Contains 4 tables, 2 exhibits, and 1 figure.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/journal/117865970/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10