Online ill -structured problem-solving strategies and their influence on problem-solving performance
Online ill -structured problem-solving strategies and their influence on problem-solving performance
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在线不良结构问题解决策略及其对问题解决绩效的影响
DOI：
10.31274/rtd-180813-17116
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发表时间：
2007
期刊：
影响因子：
--
通讯作者：
S. Toy
中科院分区：
文献类型：
--
作者：
S. Toy
结构不良的问题解决能力是我们个人和职业生活成功的关键。一个小的，但越来越多的研究机构已经调查结构不良的问题，但是，很少有研究已经检查的策略，个人使用，而解决结构不良的问题的背景下，基于网络的解决问题的环境。此外，这项研究还没有解决这些策略和解决问题的性能之间的关系。本研究涉及两个目标。第一个目标是描述学生在网络问题解决环境中的不良结构问题解决策略。聚类分析显示，四组学生谁接近相同的在线解决问题的任务，在相当不同的方式。一些学生倾向于专注于写作任务，而另一些学生则专注于探索资源。学生们在资源使用上也存在差异，他们区分相关资源和不相关资源的程度也不同。第二个目的是考察这些解题策略对学生解题成绩的影响。强迫等级回归分析表明，在控制学习者特征的情况下，学生使用的问题解决策略对问题解决成绩有显著的预测作用。目前的研究结果进行了讨论，根据以前的研究，并提出了研究的教育工作者和解决问题的研究人员的影响。
Ill-structured problem-solving ability is key to success in our personal and professional lives. A small but growing body of research has investigated ill-structured problems; however, little if any research has examined strategies that individuals use while solving ill-structured problems in the context of a web-based problem-solving environment. Further, this research has not addressed the relationship between these strategies and problem-solving performance. Two objectives were addressed in the current study. The first objective was to characterize students’ ill-structured problemsolving strategies in a Web-based problem-solving environment. Cluster analysis revealed four groups of students who approached the same online problem-solving task in considerably different ways. Some students tended to focus on writing tasks, while others focused on exploring resources. Students also differed on their resource use, and the degree to which they discriminated relevant from irrelevant resources. The second objective was to examine the effect of these problem-solving strategies on students’ problem-solving performance. Forced-order hierarchical regression showed that the problem-solving strategies students used were significant predictors of problem solving performance when learner characteristics had been controlled. Results of the current study are discussed in light of previous research, and implications of the study for educators and for problem-solving researchers are presented.