Advertisement

Information Problem Solving Instruction in Higher Education: A Case Study on Instructional Design

  • Iwan Wopereis
  • Jimmy Frerejean
  • Saskia Brand-Gruwel
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 552)

Abstract

Information problem solving (IPS) is the process of locating, selecting, evaluating, and integrating information from various sources to fulfill an information need. In academia, it is central to conducting literature reviews in research projects. This paper presents a case study on effective and efficient instructional design for learning this complex skill. It includes an analysis of students’ output and (perceived) studiability of an online IPS-course that was designed according to the 4C/ID-model, a contemporary holistic instructional design model. Results were based on data retrieved from 49 Open University premaster students. The results show that a holistic approach to instructional design is effective: all students passed the course and they appreciated course studiability. However, due to the holistic (‘whole task’) design approach, the students’ time on task was relatively high as was the time teachers spent on providing instructional support, which questions efficiency.

Keywords

Instructional design Information problem solving Information literacy Completion strategy Whole-task models 4C/ID-model 

References

  1. 1.
    Association of College & Research Libraries: Information Literacy Competency Standards for Higher Education. ACRL, Chicago (2000)Google Scholar
  2. 2.
    Virkus, S.: Information literacy in Europe: a literature review. Inf. Res. 8(4), paper no. 159 (2003)Google Scholar
  3. 3.
    Brand-Gruwel, S., Wopereis, I.: Integration of the information problem-solving skill in an educational programme: the effects of learning with authentic tasks. Technol. Instr. Cogn. Learn. 4, 243–263 (2006)Google Scholar
  4. 4.
    Brand-Gruwel, S., Wopereis, I., Vermetten, Y.: Information problem solving by experts and novices: analysis of a complex cognitive skill. Comput. Hum. Behav. 21, 487–508 (2005)CrossRefGoogle Scholar
  5. 5.
    Brand-Gruwel, S., Wopereis, I., Walraven, A.: A descriptive model of information problem solving while using internet. Comput. Educ. 53, 1207–1217 (2009)CrossRefGoogle Scholar
  6. 6.
    Wopereis, I., Brand-Gruwel, S., Vermetten, Y.: The effect of embedded instruction on solving information problems. Comput. Hum. Behav. 24, 738–752 (2008)CrossRefGoogle Scholar
  7. 7.
    Wopereis, I.G.J.H., Van Merriënboer, J.J.G.: Evaluating text-based information on the world wide web. Learn. Instr. 21, 232–237 (2011)CrossRefGoogle Scholar
  8. 8.
    Birkett, M., Hughes, A.: A collaborative project to integrate information literacy skills into an undergraduate psychology course. Psychol. Learn. Teach. 12, 96–100 (2013)CrossRefGoogle Scholar
  9. 9.
    Larkin, J.E., Pines, H.A.: Developing information literacy and research skills in introductory psychology: a case study. J. Acad. Libr. 31, 40–45 (2005)CrossRefGoogle Scholar
  10. 10.
    Mullins, K.: Good IDEA: instructional design model for integrating information literacy. J. Acad. Libr. 40, 339–349 (2014)CrossRefGoogle Scholar
  11. 11.
    Van Merriënboer, J.J.G., Kirschner, P.A.: Ten Steps to Complex Learning: a Systematic Approach to Four-Component Instructional Design, 2nd edn. Routledge, New York (2013)Google Scholar
  12. 12.
    Merrill, M.D.: First principles of instruction. Educ. Technol. Res. Dev. 50(3), 43–59 (2002)CrossRefGoogle Scholar
  13. 13.
    Van Merriënboer, J.J.G.: Training Complex Cognitive Skills: a Four-Component Instructional Design Model for Technical Training. Educational Technology Publications, Englewood Cliffs (1997)Google Scholar
  14. 14.
    Van Merriënboer, J.J.G.: Alternate models of instructional design: holistic design approaches and complex learning. In: Reiser, R.A., Dempsey, J.V. (eds.) Trends and Issues in Instructional Design and Technology, pp. 72–81. Pearson/Merrill Prentice Hall, Upper Saddle River (2007)Google Scholar
  15. 15.
    Van Merriënboer, J.J.G., Clark, R.E., De Croock, M.B.M.: Blueprints for complex learning: the 4C/ID-model. Educ. Technol. Res. Dev. 50(2), 39–64 (2002)CrossRefGoogle Scholar
  16. 16.
    Van Merriënboer, J.J.G., Kester, L.: Whole-task models in education. In: Spector, J.M., Merrill, M.D., Van Merriënboer, J.J.G., Driscoll, M.P. (eds.) Handbook of Research on Educational Communications and Technology, pp. 441–456. Lawrence Erlbaum, New York (2008)Google Scholar
  17. 17.
    Jesson, J.K., Matheson, L., Lacey, F.M.: Doing your Literature Review: Traditional and Systematic Techniques. SAGE, London (2011)Google Scholar
  18. 18.
    Van Merriënboer, J.J.G., Krammer, H.P.M.: The “completion strategy” in programming instruction: theoretical and empirical support. In: Dijkstra, S., Van Hout-Wolters, B.H.M., Van der Sijde, P.C. (eds.) Research on Instruction: Design and Effects, pp. 45–61. Educational Technology Publications, Englewood Cliffs (1990)Google Scholar
  19. 19.
    Sweller, J., Ayres, P., Kalyuga, S.: The guidance fading effect. In: Spector, J.M., LaJoie, S. (eds.) Cognitive Load Theory, vol. 1, pp. 171–182. Springer, New York (2011)CrossRefGoogle Scholar
  20. 20.
    Brand-Gruwel, S., Wopereis, I.: Word Informatievaardig: Digitale Informatie Selecteren, Beoordelen en Verwerken (2e Herziene Druk) [Become Information Literate: Selecting, Evaluating, and Processing Digital Information; Revised Edition]. Noordhoff, Groningen (2014)Google Scholar
  21. 21.
    American Psychological Association: Publication Manual of the American Psychological Association, 6th edn. APA, Washington, DC (2010)Google Scholar
  22. 22.
    Hermans, H., Kalz, M., Koper, R.: Toward a learner-centered system for adult learning. Campus-Wide Inf. Syst. 31, 2–13 (2014)CrossRefGoogle Scholar
  23. 23.
    Westera, W., Wouters, P., Ebrecht, D., Vos, M., Boon, J.: Dynamic probing of educational quality: the SEIN system. In: Landeta, A. (ed.) Good Practice eLearning Book, pp. 165–176. ANCED, Madrid (2007)Google Scholar
  24. 24.
    Hattie, J., Timperley, H.: The power of feedback. Rev. Educ. Res. 77, 81–122 (2007)CrossRefGoogle Scholar
  25. 25.
    McKenney, S., Reeves, T.: Conducting Educational Design Research. Routledge, London (2012)Google Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Open Access This chapter is distributed under the terms of the Creative Commons Attribution Noncommercial License, which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.

Authors and Affiliations

  • Iwan Wopereis
    • 1
  • Jimmy Frerejean
    • 1
  • Saskia Brand-Gruwel
    • 1
  1. 1.Faculty of Psychology and Educational SciencesOpen University of the NetherlandsHeerlenThe Netherlands

Personalised recommendations