Instructional Strategies Utilized During the Implementation of a Hypermedia, Problem-Based Learning Environment: A Case Study Article
Krista D. Simons, Purdue University, United States ; James D. Klein, Arizona State University, United States ; Thomas R. Brush, Indiana University, United States
JILR Volume 15, Number 3, ISSN 1093-023X Publisher: AACE, Chesapeake, VA
This article reports on a case study conducted to examine the instructional strategies utilized, teacher and student attitudes, and student achievement when a sixth-grade teacher and her 19 students implemented a hypermedia, problem-based learning unit. Results revealed that the teacher used questioning, peer support, group and individual feedback, and structured management as primary instructional strategies. Overall the teacher's attitudes were positive, although she expressed frustration at not having enough time to complete every activity. While the teacher was not completely satisfied with students' performance, student achievement was generally average, and their attitudes were generally positive. Findings suggest it may possible for designers of problem-based environments to support teachers' efforts through overt integration of questioning, collaboration, feedback, and management strategies within the instructor materials. These strategies represent effective instructional practice, and using them within the context of problem-based environments may potentially lead to greater teacher satisfaction and student achievement.
Simons, K.D., Klein, J.D. & Brush, T.R. (2004). Instructional Strategies Utilized During the Implementation of a Hypermedia, Problem-Based Learning Environment: A Case Study. Journal of Interactive Learning Research, 15(3), 213-233. Norfolk, VA: AACE. Retrieved March 9, 2014 from http://www.editlib.org/p/11284.
© 2004 AACE