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Example-Based Learning for Information Problem Solving

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Example-Based Learning for Information Problem Solving EXAMPLE-BASED LEARNING FOR INFORMATION PROBLEM SOLVING IN ARABIAN GULF HIGHER EDUCATION by Karen Caldwell A dissertation submitted to Johns Hopkins University in conformity with the requirements for the degree of Doctor of Education Baltimore, Maryland April 2018 Abstract Higher education students in the Arabian Gulf face barriers to careers that require 21st century competencies such as information literacy, an essential skill for engagement in the global knowledge economy. Gulf leaders have established Western-modeled higher education institutions that emphasize these skills, however employers report a gap between their workforce requirements and their satisfaction with the quality of Gulf graduates. Theoretical and empirical research related to these gaps suggest that Western curricula and pedagogy may be misaligned with Gulf students’ academic culture and Arab-Islamic epistemology. This research study collected data through a Gulf-wide six- country online survey to understand Gulf academic staff perceptions of information literacy, and their teaching and learning background. Based on the empirical evidence collected and a review of the literature, the study implemented an instructional intervention based on Renkl’s (2014) instructionally oriented theory of example-based learning (EBL) and gathered proof of concept for Gulf higher education academic staff of transitioning from a teacher-led to student-centred approach using EBL. The learning domain of the intervention was the first two steps of Brand-Gruwel, Wopereis, and Walraven’s (2009) information problem-solving (IPS) schema and skills, defining the problem and searching for information. An embedded mixed methods design was used, combining a traditional pre-test/post-test experiment with three treatment conditions with qualitative data collection to implement example-based learning within a college introductory research course for undergraduates. The treatments consisted of two different EBL orienting activities, self-explanation and explanation-help, while the control group received no treatment. Performance and perception data related to ii information problem-solving schema, skills, and behaviour were analyzed using descriptive and inferential (t-tests, ANOVA, ANCOVA) statistics. Findings indicate significant improvements in performance of IPS skill one - define the problem – by the two treatment groups at retention, and the explanation-help group significantly outperformed the self-explanation group on the same skill immediately following both post-tests but not at retention. Results also suggest significant main effects for the EBL treatment and English language proficiency, and no significant difference between the two treatment groups at retention. Participants’ assessment of the training was positive, and overall, the explanation-help group ratings for both usefulness and difficulty of the training were the highest, though not significantly. Empirical research indicates that explanation-help scaffolds are well-suited when students are not yet able to fully or accurately explain the learning domain principles. The results provide support for the role of worked examples to support schema and skill development for novices, and emerging proof of concept for the use of EBL to transition from teacher-centred to student-centred with worked example scaffolds. Doctoral Advisory Committee: Dr. E. Juliana Paré-Blagoev, Johns Hopkins University Dr. Carey Borkoski, Johns Hopkins University Prof. Dr. Saskia Brand-Gruwel, Open University of the Netherlands iii Acknowledgement Where to begin? Crafting this study depended on the intelligence, patience, humour, and unending support of two exceptional professors at Johns Hopkins, Dr. E. Juliana Paré-Blagoev and Dr. Carey Borkoski. Juliana chaired the committee and was the subject-matter expert in all things cognitive science. Carey’s research design and data analysis expertise gave the study its structure. More than anything, though, Juliana and Carey are born teachers. I do not think I have ever had better. The study also relied on the decades of research on information problem-solving by Prof. Dr. Saskia Brand-Gruwel. Finding this extensive work was a major turning point in my dissertation, and having Saskia’s practical and theoretical input and guidance was crucial in the design of both the treatment and its measurement. With soon-to-be-Doctor Sara Donaldson, I have shared the journey as student, teaching assistant, doctoral candidate, Labrador retriever owner/mother, and now, friend. Sara’s thoughtful attention to detail and the insights she brings from her own background and experience have really pushed my thinking, as well as my understanding of how friendships can develop across the kilometres (ok, miles). Finally, I feel enormously grateful for the students I have had the honour of teaching. In Québec, South Korea, Turkey, the UAE, and Bahrain, they have pushed me to become better as a teacher and human. I love you guys. To all of you, I say thank you, dank je, 고맙습니다 (komapsumnida), teşekur ederim, shukran, gracias, and merci. iv Dedication This is for my mother, Wilma, and my father, Boyd, the two best role models on Planet Earth for love, support, hard work, and never giving up on me. It is also for my husband and love of my life, Jon Lavelle, whose only response to any and all of my ideas has always been, YES, ABSOLUTELY! and ARE YOU KIDDING? OF COURSE! Oh, and he has fed and watered me for three years straight. My friends, nieces, nephews, step-children, brothers, sisters, and extended family – including my second parents, Fred and Ellen Lavelle - have all been patient and encouraging every step of the way. It has meant a lot. And last but not least, I thank the four-legged loves of my life – Willy, Frankie, and Scotty. Thank you all so very much. Thank you all so very much. v Table of Contents Abstract .............................................................................................................................. ii Acknowledgement ............................................................................................................ iv Dedication ...........................................................................................................................v List of Tables ......................................................................................................................x List of Figures ................................................................................................................... xi Executive Summary ............................................................................................................1 Background ...................................................................................................................1 The Problem: Information Literacy in Gulf Settings ....................................................3 The Intervention ............................................................................................................5 Findings.........................................................................................................................6 Chapter One: Background...................................................................................................7 Factors Contributing to Gulf Students’ Information Literacy Skills Gaps ...................6 GCC: Knowledge Transfer, Localization, or Production? ......................................9 The Role of Western-modeled Higher Education .................................................11 Why Knowledge Transfer is Not Enough .............................................................14 Transferring Western Models: A Process of Indigenization.................................16 Vernacular and Academic Culture ........................................................................25 vi Information Literacy - Meeting the Needs of the Knowledge Economy ....................29 Information and Communications Technology and Information Literacy in Gulf Education .............................................................................................30 K-12 education. ...................................................................................................30 Information Literacy - Academic Staff Perceptions and Experiences ................34 Summary of Factors Affecting Information Literacy Development ...........................36 Chapter Two: Needs Assessment Study ...........................................................................37 Context ........................................................................................................................37 Purpose of Study .........................................................................................................37 Method ........................................................................................................................38 Research Design ..................................................................................................38 Procedure .............................................................................................................42 Findings and Discussion ......................................................................................44 Conclusion ..................................................................................................................64 Chapter Three: Example-based Learning for Novice Learners ........................................67 Information Problem-solving: A Sub-set
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