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Giabbanelli, Philippe J.; Tawfik, Andrew A.; Wang, Bao – Journal of Research on Technology in Education, 2023
Instructional strategies employing complex problem-solving examine how learners represent the problem space and argue for decisions. Unlike problems with few solutions (e.g., multiple choices), instructors struggle to evaluate solutions to ill-structured problems quickly and consistently across students. This prevents instructors to provide timely…
Descriptors: Problem Solving, Maps, Artificial Intelligence, Evaluation Methods
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Tawfik, Andrew A.; Kim, Kyung; Kim, Dongho – Educational Technology Research and Development, 2020
Case-based reasoning posits that learners can use their prior experience to solve new problems. This theory is cited to explain the benefits of problem-based learning (PBL), especially as it relates to knowledge structure development. However, critics argue that learners lack the relevant knowledge structures to simultaneously learn new content…
Descriptors: Case Method (Teaching Technique), Problem Based Learning, Problem Solving, Cognitive Structures
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Tawfik, Andrew A.; Schmidt, Matthew; Hooper, Chelsy P. – Journal of Computing in Higher Education, 2020
Despite the prevalence of case-based reasoning in systems design, many of the established design principles are based on theory rather than empirical studies. This study describes the evolution of a case library learning environment and its transition to a game-based learning approach using educational design research (EDR). We discuss our…
Descriptors: Concept Mapping, Game Based Learning, Case Method (Teaching Technique), Instructional Design
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Tawfik, Andrew A.; Gill, Anila; Hogan, Maureen; S. York, Cindy; Keene, Charles Wayne – Technology, Knowledge and Learning, 2019
Proponents of problem-based learning suggest that learners should solve problems that are representative of the types of issues that practitioners face. However, this is challenging because novices lack the essential experiences that inform solutions. According to case-based reasoning, one way to overcome this gap is by providing a set of cases…
Descriptors: Novices, Problem Based Learning, Cognitive Processes, Marketing
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Tawfik, Andrew A.; Gish-Lieberman, Jaclyn J.; Gatewood, Jessica; Arrington, T. Logan – Interdisciplinary Journal of Problem-based Learning, 2021
Teachers adapt their instructional strategies over time based on a variety of contextual constraints. In response to these challenges, teachers often have to make changes to their PBL approaches. While the literature has documented generally positive results of initial PBL implementations, less is known about the degree to which teachers adapt…
Descriptors: Elementary School Teachers, High School Teachers, Middle School Teachers, Experienced Teachers
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Kelley, Kristi W.; Fowlin, Julaine M.; Tawfik, Andrew A.; Anderson, Max C. – Interdisciplinary Journal of Problem-based Learning, 2019
Practitioners in the field of pharmacy are often confronted with ill-structured problems. Specifically, pharmacists are tasked with making patient-specific recommendations that are both safe and effective, which requires combining knowledge from the biomedical, behavioral, and pharmaceutical sciences. Given the dynamic nature of pharmacy as a…
Descriptors: Formative Evaluation, Problem Based Learning, Pharmaceutical Education, Health Sciences
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Giabbanelli, Philippe J.; Tawfik, Andrew A. – Technology, Knowledge and Learning, 2019
Because of the lack of tools available to assess problem-solving skills, teachers often revert to more traditional instructional approaches (e.g. lecture-based, memorization) that fail to prepare learners for the complexity of dynamic work environments. To overcome this challenge, technology solutions are needed that accurately and efficiently…
Descriptors: Teaching Methods, Problem Solving, Attribution Theory, Maps
Tawfik, Andrew A.; Hung, Woei; Giabbanelli, Philippe J. – Interdisciplinary Journal of Problem-based Learning, 2020
To date, there are currently many variations of inquiry-based instruction including problem-based learning (PBL), lecture prior to problem solving, and case-based learning (CBL). While each claim to support problem-solving, they also include different levels of student-centeredness and instructor support. From an educational perspective, further…
Descriptors: Active Learning, Inquiry, Outcomes of Education, Problem Based Learning
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Schmidt, Matthew; Tawfik, Andrew A. – Interdisciplinary Journal of Problem-based Learning, 2018
This article describes the iterative design, development, and evaluation of a case-based learning environment focusing on an ill-structured sales management problem. We discuss our processes and situate them within the broader framework of educational design research. The learning environment evolved over the course of three design phases. A…
Descriptors: Problem Based Learning, Educational Research, Instructional Design, Research Design
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Tawfik, Andrew A.; Kolodner, Janet L. – Interdisciplinary Journal of Problem-based Learning, 2016
Current theories and models of education often argue that instruction is best administered when knowledge is situated within a context. Problem-based learning (PBL) provides an approach to education that has particularly powerful affordances for learning disciplinary content and practices by solving authentic problems within a discipline. However,…
Descriptors: Scaffolding (Teaching Technique), Problem Based Learning, Logical Thinking, Novices
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Tawfik, Andrew A.; Lilly, Christopher – Technology, Knowledge and Learning, 2015
In the field of mathematic problem-solving, students are often assigned well-structured problems that have specific "right" answers. However, this misses an important aspect of education, which is to allow the learner to investigate the problem-space of authentic problems. To date, various technology scaffolds have been researched to…
Descriptors: Teaching Methods, Educational Technology, Homework, Video Technology
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Henry, Holly R.; Tawfik, Andrew A.; Jonassen, David H.; Winholtz, Robert A.; Khanna, Sanjeev – Interdisciplinary Journal of Problem-based Learning, 2012
This qualitative case study examines the initial implementation of a problem-based version of an undergraduate course in materials science for the purpose of identifying areas of improvement to the curriculum prior to a planned second implementation. The course was designed around problems that students work in small teams to solve under the…
Descriptors: Undergraduate Students, Participant Satisfaction, Student Attitudes, Science Materials