Problem Solving in Situated Learning Environment in an Educational Technology Course

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Huang, K., Ge, X. & Lubin, I. (2009). Problem Solving in Situated Learning Environment in an Educational Technology Course. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 3416-3422). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31179.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
ISBN 1-880094-67-3
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Kun Huang, Xun Ge, Ian Lubin, University of Oklahoma, United States

Abstract

This qualitative study investigated the effects of a situated learning environment for an entry-level educational technology course, as compared with the traditional learning environment, on students’ problem-solving processes and outcomes from three aspects: problem solving approaches, artifacts, and competence. Observation notes, video recordings, projects, final exams, and interviews were collected from sixty-three students across the two learning environments. It was found that students in the situated learning environment demonstrated more sophisticated problem solving and management skills, more situational considerations, more independence and autonomy during their problem solving processes. They also produced more coherent and authentic artifacts compared with the students in the traditional environment. However, this study also revealed some issues related to situated learning, which provided implications for the design and implementation of situated learning environment.

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