1. 1 Exploring the Effect of Learning Paradigm on Web-based Learning Ming-Puu Chen & Jung-Chuan Yen mpchen@ice.ntnu.edu.tw Department of Information and Computer Education National Taiwan Normal University Taipei, Taiwan

2. 2 Outline IntroductionIntroduction Theoretical BackgroundTheoretical Background Implications for WBLImplications for WBL Research DesignResearch Design ResultsResults FindingsFindings SuggestionsSuggestions

3. 3 Introduction The web-based technologyThe web-based technology –increases the speed and forms of knowledge diffusion –facilitates the creation of learner-centered learning environments that promote higher order thinking Web-based learningWeb-based learning –must engages the learners –supports cognitive processing which leads to learners’ knowledge construction Q: What learning approach will be appropriate for a certain form of web-based learning and type of knowledge?

4. 4 Perspectives for e-learning designPerspectives for e-learning design –From learning theories: Cognitive theories ( learning as a process knowledge acquisition)Cognitive theories ( learning as a process knowledge acquisition) Social and situated learning (learning as a process of participation)Social and situated learning (learning as a process of participation) –Based on type of learning (4-tiers of e-learning, IBM): InformationInformation Interactive learningInteractive learning Collaborative learningCollaborative learning Human InteractionHuman Interaction –Based on type of knowledge: Declarative knowledgeDeclarative knowledge Procedural knowledgeProcedural knowledge Conditional knowledgeConditional knowledge Perspectives for this study:Perspectives for this study: –Acquisition approach vs. Participation approach –Procedural knowledge vs. Problem-solving

5. 5 The Theoretical Background The information processing theoriesThe information processing theories –learning involves individuals in constructing cognitive structures and schemas that are effective in a variety of situations –focuses on how people attend to environmental events,attend to environmental events, encode information to be learned,encode information to be learned, relate it to knowledge in memory, andrelate it to knowledge in memory, and retrieve it as neededretrieve it as needed –learning as a process of acquiring desired pieces of knowledge (human mind = a container) (More traditional perspective for CAL)

6. 6 The situated and social learning theoriesThe situated and social learning theories –learning as a process of participating in various cultural practices and shared learning activities –Knowledge does not exist either in a world of its own or in individual minds but participated in physical and social contexts. –People construct their knowledge as they interact in socio-cultural situations. –It does not emphasize so much on the procedures and outcomes of information processing through the mental structures.

7. 7 Implications for WBL From the acquisition perspective:From the acquisition perspective: –learning as a process of knowledge acquisition From the participation perspective:From the participation perspective: –learning as a process of social participation Suggestions derived from studies:Suggestions derived from studies: –The complementary view : Researchers might adopt one perspective or the other depending on the nature of the problem in hand. –The synthesized view : The individual and social perspectives are both fundamentally important and should be synthesized into one.

8. 8 Purposes of this Study To examine the effect of type of learning paradigm on computer problem-solving performanceTo examine the effect of type of learning paradigm on computer problem-solving performance –Acquisition approach vs. Participation approach To explored the change of learners’ self-efficacy across the web-based problem-solving processTo explored the change of learners’ self-efficacy across the web-based problem-solving process –Defining, Planning, Conducting, and Evaluating

9. 9 Research Design The independent variable:The independent variable: –Type of learning paradigm: Acquisition: Cognitive Scaffolded WBL Participation: Interactive WBL with CMC tools The dependent variables:The dependent variables: –Performance: Procedural task performance: DFD, ERD Complex task performance: Final project performance –Amount of interaction during problem solving –Self-efficacy across stages of problem-solving (measured every other week) (measured every other week)

10. 10 The Web-based Learning Target learners: 98 College freshmenTarget learners: 98 College freshmen Domain knowledge:Domain knowledge: –The application of database systems Learning task:Learning task: –Form: 6-week team project –Process: A 4-stage general process for problem-solving A 4-stage general process for problem-solving Defining the problemDefining the problem Planning for actionsPlanning for actions Conducting actionsConducting actions Evaluating the resultsEvaluating the results

11. 11 The Analysis of Performance and Interaction Procedural task performance: Acquisition group (75.31 ) > Participation group (73.06) Complex task performance: Acquisition group (74.61 ) < Participation group (79.47 )

12. 12 The Analysis of Self-efficacy Week1: Acquisition group = Participation group Week3: Acquisition group = Participation group Week5: Acquisition group < Participation group

13. 13 Findings Procedural taskProcedural task –Cognitive approach (knowledge acquisition) Complex taskComplex task –Social collaborative approach (Participation) InteractionInteraction –Participation approach (more collaboration) –Interaction contributed to complex task performance Self-efficacySelf-efficacy –Short-term (procedural task): equal –Long-term (complex task): Participation

14. 14 Suggestions Apply suitable approach according to type of knowledge to be learnedApply suitable approach according to type of knowledge to be learned –Acquisition approach  fundamental knowledge –Participation approach  complex knowledge In the long run: the participation approachIn the long run: the participation approach –Better complex tasks learning performance –Higher learning interaction –Higher self-efficacy Its difficult to have a clear cut between acquisition and participation approaches in real world situation. Instructional design model may be needed.Its difficult to have a clear cut between acquisition and participation approaches in real world situation. Instructional design model may be needed.

15. 15 System Demonstration

16. 16 Comments and Questions?