神马文学网Impact of guidance on the problem-solving efforts of instructional design novices
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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. [PUBLICATION ABSTRACT]
Indexing (document details) Subjects: Studies, Problem solving, Group dynamics Author(s): Peggy A Ertmer, Donald A Stepich, Sara Flanagan, Aslihan Kocaman-Karoglu, Christian Reiner, Lisette Reyes, Adam L Santone, Shigetake Ushigusa Document types: Feature Publication title: Performance Improvement Quarterly. Hoboken: 2009. Vol. 21, Iss. 4; pg. 117 Source type: Periodical ISSN: 08985952 ProQuest document ID: 1644932461 Document URL: http://proquest