scholarly journals Online and other ICT-based Training Tools for Problem-solving Skills

2016 ◽  
Vol 11 (06) ◽  
pp. 35
Author(s):  
Athanasios Drigas ◽  
Maria Karyotaki
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Cognitive Processes ◽  
Metacognitive Skills ◽  
Dynamic Learning ◽  
Self Monitoring ◽  
Problem Solving Skills ◽  
Social Dynamic ◽  
Key Factor ◽  
Real World Learning

Problem-solving requires creative skills, critical thinking as well the ability to implement ideas and theories in practical ways. Moreover, interactive and self-managed problem-solving experiences promote students’ motivation as expressed through the developmental progression of learners’ metacognitive skills, such as self-monitoring and self-reinforcement. Effective learning based on constructivist didactics, encompassing self-organized learning in combination with active and creative problem-solving in collaborative settings, advances students’ concomitant cognitive and meta-cognitive processes. Hence, students’ co-construction of knowledge embodied in social dynamic learning environments, such as school-based tasks leverage the semantic relationships rising from exercising, verifying and testing of knowledge through information sharing and discussion. Future studies should focus on designing interactive, adaptable, ill-defined, real-world learning environments to elicit students’ cognitive and meta-cognitive processes as a key factor for the effective training of problem-solving skills.

scholarly journals Developing science students’ metacognitive problem solving skills online

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Rowan W. Hollingworth ◽  
Catherine McLoughlin
Keyword(s):  
Problem Solving ◽  
New England ◽  
Design Guidelines ◽  
First Year ◽  
Online Environment ◽  
Metacognitive Skills ◽  
Science Students ◽  
Problem Solving Skills ◽  
Structured Problems ◽  
Reflective Skills

<span>Technology is increasingly being harnessed to improve the quality of learning in science subjects at university level. This article sets out, by incorporating notions drawn from constructivist and adult learning theory, a foundation for the design of an online environment for the acquisition of metacognitive problem solving skills. The capacity to solve problems is one of the generic skills now being promoted at tertiary level, yet for many learners problem-solving remains a difficulty. In addition, there are few instances of instructional design guidelines for developing learning environments to support the metacognitive skills for effective problem solving. In order to foster the processes of metacognitive skills explicitly in first year science students, we investigated areas where cognitive support was needed. The aim was to strengthen the metacognitive and reflective skills of students to assist them in adopting strategies and reflective processes that enabled them to define, plan and self monitor their thinking during problem solving. In tertiary science, both well-structured and ill-structured problems are encountered by students, thus a repertoire of skills must be fostered. A model for supporting metacognitive skills for problem solving is presented in the context of an online environment being developed at the University of New England.</span>

scholarly journals Using the Habit App for Weight Loss Problem Solving: Development and Feasibility Study (Preprint)

2018 ◽  
Author(s):  
Sherry Pagoto ◽  
Bengisu Tulu ◽  
Emmanuel Agu ◽  
Molly E Waring ◽  
Jessica L Oleski ◽  
...  
Keyword(s):  
Weight Loss ◽  
Problem Solving ◽  
Mobile Apps ◽  
Mobile App ◽  
Behavioral Weight Loss ◽  
Problem Solving Therapy ◽  
Pilot Studies ◽  
Self Monitoring ◽  
Problem Solving Skills ◽  
Automated Delivery

BACKGROUND Reviews of weight loss mobile apps have revealed they include very few evidence-based features, relying mostly on self-monitoring. Unfortunately, adherence to self-monitoring is often low, especially among patients with motivational challenges. One behavioral strategy that is leveraged in virtually every visit of behavioral weight loss interventions and is specifically used to deal with adherence and motivational issues is problem solving. Problem solving has been successfully implemented in depression mobile apps, but not yet in weight loss apps. OBJECTIVE This study describes the development and feasibility testing of the Habit app, which was designed to automate problem-solving therapy for weight loss. METHODS Two iterative single-arm pilot studies were conducted to evaluate the feasibility and acceptability of the Habit app. In each pilot study, adults who were overweight or obese were enrolled in an 8-week intervention that included the Habit app plus support via a private Facebook group. Feasibility outcomes included retention, app usage, usability, and acceptability. Changes in problem-solving skills and weight over 8 weeks are described, as well as app usage and weight change at 16 weeks. RESULTS Results from both pilots show acceptable use of the Habit app over 8 weeks with on average two to three uses per week, the recommended rate of use. Acceptability ratings were mixed such that 54% (13/24) and 73% (11/15) of participants found the diet solutions helpful and 71% (17/24) and 80% (12/15) found setting reminders for habits helpful in pilots 1 and 2, respectively. In both pilots, participants lost significant weight (P=.005 and P=.03, respectively). In neither pilot was an effect on problem-solving skills observed (P=.62 and P=.27, respectively). CONCLUSIONS Problem-solving therapy for weight loss is feasible to implement in a mobile app environment; however, automated delivery may not impact problem-solving skills as has been observed previously via human delivery. CLINICALTRIAL ClinicalTrials.gov NCT02192905; https://clinicaltrials.gov/ct2/show/NCT02192905 (Archived by WebCite at http://www.webcitation.org/6zPQmvOF2)

Metacognition for Enhancing Online Learning

2008 ◽  
pp. 135-153 ◽  
Author(s):  
Giuseppe Chiazzese ◽  
Antonella Chifari ◽  
Gianluca Merlo ◽  
Simona Ottaviano ◽  
Luciano Seta
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Cognitive Processes ◽  
Executive Control ◽  
Learning Activities ◽  
Comprehension Strategies ◽  
Metacognitive Skills ◽  
Technological Learning

The existing research in the field of traditional didactics shows that students who have good metacognitive skills often achieve better scholastic results. Therefore, it seems that students who are aware of their cognitive processes and are able to self-monitor their learning activities tackle didactic tasks with greater success. The chapter presents an analysis of studies regarding applications of metacognition within technological learning environments which have been implemented in the last few years, and this is followed by a description of the features of the Gym2learn system. This system aims to reveal self-regulating processes and guide the student in acquiring all the steps of the executive control of some important comprehension strategies for understanding hypertexts.

Real World Use of Scientific Concepts: Integrating Situated Cognition with Explicit Instruction

1998 ◽  
Vol 65 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Russell Gersten ◽  
Scott Baker
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Real World ◽  
Explicit Instruction ◽  
Situated Cognition ◽  
Contextual Learning ◽  
Problem Solving Skills ◽  
Problem Solving Strategies

This article presents a conceptual framework for refining instruction in science for students with disabilities. We review the concept of situated cognition as a way to address difficulties students have in retention and generalization, a perennial issue in special education. If a goal for students is real world use of problem-solving strategies, students must have opportunities for contextual learning. The proposed framework suggests that integration of explicit instruction in critical concepts, with cognitively based approaches that emphasize problem-solving skills on real world tasks may allow students with disabilities to be successful The implications this framework has in terms of policy, professional development, and the creation of learning environments that promote retention and transfer are discussed.

scholarly journals Using Coherence Analysis to Characterize Self-Regulated Learning Behaviours in Open-Ended Learning Environments

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
James R Segedy ◽  
John S Kinnebrew ◽  
Gautam Biswas
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Self Regulation ◽  
Learning Task ◽  
Coherence Analysis ◽  
Problem Solving Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning Behaviours ◽  
Insight Into

Researchers have long recognized the potential benefits of using open-ended computer-based learning environments (OELEs) to study aspects of students’ self-regulated learning behaviours. However, measuring self-regulation in these environments is a difficult task. In this paper, we present our work in developing and evaluating coherence analysis (CA), a novel approach to interpreting students’ learning behaviours in OELEs. CA focuses on the learner’s ability to interpret and apply information encountered while working in the OELE. By characterizing behaviours in this manner, CA provides insight into students’ open-ended problem-solving strategies as well as the extent to which they understand the nuances of their current learning task. To validate our approach, we applied CA to data from a recent classroom study with Betty’s Brain. Results demonstrated relationships between CA-derived metrics, prior skill levels, task performance, and learning. Taken together, these results provide insight into students’ SRL processes and suggest targets for adaptive scaffolds to support students’ development of science understanding and open-ended problem solving skills.

Metacognition for Enhancing Online Learning

2010 ◽  
pp. 1518-1530
Author(s):  
Giuseppe Chiazzese ◽  
Antonella Chifari ◽  
Gianluca Merlo ◽  
Simona Ottaviano ◽  
Luciano Seta
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Cognitive Processes ◽  
Executive Control ◽  
Learning Activities ◽  
Comprehension Strategies ◽  
Metacognitive Skills ◽  
Technological Learning

The existing research in the field of traditional didactics shows that students who have good metacognitive skills often achieve better scholastic results. Therefore, it seems that students who are aware of their cognitive processes and are able to self-monitor their learning activities tackle didactic tasks with greater success. The chapter presents an analysis of studies regarding applications ofmetacognition within technological learning environments which have been implemented in the last few years, and this is followed by a description of the features of the Gym2learn system. This system aims to reveal self-regulating processes and guide the student in acquiring all the steps of the executive control of some important comprehension strategies for understanding hypertexts.

Sign in / Sign up

Export Citation Format

Share Document