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

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Information Literacy: Moving Toward Sustainability (ECIL 2015)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 552))

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  • 2011 Accesses

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.

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Author information

Authors and Affiliations

  1. Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Heerlen, The Netherlands

    Iwan Wopereis, Jimmy Frerejean & Saskia Brand-Gruwel

Authors
  1. Iwan Wopereis
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  2. Jimmy Frerejean
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  3. Saskia Brand-Gruwel
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Corresponding author

Correspondence to Iwan Wopereis .

Editor information

Editors and Affiliations

  1. Dept. of Information Management, Hacettepe University, Beytepe, Ankara, Türkiye

    Serap Kurbanoglu

  2. DICEN IDF EA 7369, Université Paris Descartes DICEN IDF EA 7369, Paris, France

    Joumana Boustany

  3. University of Zagreb, Zagreb, Croatia

    Sonja Špiranec

  4. University of California, Los Angeles, CA, USA

    Esther Grassian

  5. University of California, Los Angeles, CA, USA

    Diane Mizrachi

  6. School of Information, The University of Texas School of Information, Austin, TX, USA

    Loriene Roy

Appendix 1: Blueprint Course O40

Appendix 1: Blueprint Course O40

Simplified blueprint for the pre-master’s course ‘Information Skills for Social Scientists’ (O40). It includes an overview of the components that make the course: (a) learning tasks, (b) supportive information, and (c) procedural information.

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Wopereis, I., Frerejean, J., Brand-Gruwel, S. (2015). Information Problem Solving Instruction in Higher Education: A Case Study on Instructional Design. In: Kurbanoglu, S., Boustany, J., Špiranec, S., Grassian, E., Mizrachi, D., Roy, L. (eds) Information Literacy: Moving Toward Sustainability. ECIL 2015. Communications in Computer and Information Science, vol 552. Springer, Cham. https://doi.org/10.1007/978-3-319-28197-1_30

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  • DOI: https://doi.org/10.1007/978-3-319-28197-1_30

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-28196-4

  • Online ISBN: 978-3-319-28197-1

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