Case designs for ill-structured problems: Analysis and implications for practice

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Dabbagh, N. & Blijd, C.W. (2009). Case designs for ill-structured problems: Analysis and implications for practice. Journal of Educational Multimedia and Hypermedia, 18(2), 141-170. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28277.

Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 18, Issue 2, April 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JEMH

Authors

Nada Dabbagh, Cecily Williams Blijd, George Mason University, USA

Abstract

This study is a third in a series of studies that examined students’ information seeking and problem solving behaviors while interacting with one of two types of web-based representations of an ill-structured instructional design case: hierarchical (tree-like) and heterarchical (network-like). A Java program was used to track students’ hypermedia journeys and decision-making patterns through the case designs. Additionally, student teams submitted case solutions and engaged in inter-team online discourse to critique case solutions. Data from the tracking program, case solutions, and online discourse were analyzed to determine the effects of hierarchical versus heterarchical case designs on information seeking and problem solving behaviors.

Keywords

• Collaboration
• Students
• Cognition
• Educational Technology
• Instructional Design
• Teaching Methods
• Human Computer Interaction
• Navigation

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