Bridge over troubled water: Creating effective online support for the metacognitive aspects of problem solving

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

McLoughlin, C. (2002). Bridge over troubled water: Creating effective online support for the metacognitive aspects of problem solving. In P. Barker & S. Rebelsky (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2002 (pp. 1267-1272). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/9625.

• Share:
• 
• 
• 
• 
• 
• 

Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2002
Denver, Colorado, USA
2002
ISBN 1-880094-45-2
  Philip Barker & Samuel Rebelsky
AACE

More Information on EDMEDIA
Table of Contents

Author

Catherine McLoughlin, Australian Catholic University, Australia

Abstract

In the context of higher education, the development of students' problem solving skills continues to be an area of much ongoing research. Effective teaching of problem solving requires the adoption of process-based approaches that reveal to students the ways that experts solve problems, and the coaching of higher order and metacognitive skills that lead towards building up a repertoire of problem solving strategies. It is suggested that online environments and computer resources can scaffold the acquisition of domain knowledge and systematic problem solving skills. This article acknowledges that there are multiple ways to support complex problem solving, and that online environments hold great promise in creating effective instructional interactions. This study focuses on the metacognitive aspects of problem solving and more particularly on those aspects of technology-based scaffolding that support reflection, process support, and the anchoring of skills to domain knowledge.

Keywords

• Students

Also Read

• The System of Questioning: Support for Acquiring Inquiry Skills in Applying Web-based Models
• Scientific Inquiry and Web-based Learning Environments: Emerging Perspectives
• No One Way: Working Models for Teachers’ Professional Development
• MEASURING METACOGNITIVE SKILLS IN A COLLABORATIVE GAMING-SIMULATION LEARNING ENVIRONMENT FOR THE DOMAIN OF KNOWLEDGE MANAGEMENT.
• Instructional Design by Novice Designers: Two Empirical Studies
• Patterns of Guidance in Inquiry Learning
• Piloting E-Assessment in Scottish Schools – Building on Past Experience
• A Pilot Study of the Web-based Environmental Simulation
• Technology-Enhanced, Problem-Based Inquiry Learning in Early Childhood Education: A Theoretical Basis
• Formulating Guidelines for Instructional Planning in Technology Enhanced Learning Environments

Tags