Academic Journal
Design Principles for Developing Information Problem Solving Competence in Higher Education: A Systematic Review and Meta-Analysis.
| Τίτλος: | Design Principles for Developing Information Problem Solving Competence in Higher Education: A Systematic Review and Meta-Analysis. |
|---|---|
| Συγγραφείς: | Boetje, Josien, Sichterman, Bo, Van Ginkel, Stan, Smakman, Matthijs, Versendaal, Johan |
| Πηγή: | Review of Educational Research; Aug2026, Vol. 96 Issue 4, p1213-1255, 43p |
| Θεματικοί όροι: | Active learning, Problem solving, Educational evaluation, Contextual learning, Higher education, Evidence synthesis, Education research, Instructional systems design |
| Περίληψη: | This article systematically reviews empirical research on developing Information Problem Solving (IPS) competence—defined as the integrated knowledge, skills, and attitudes enabling individuals to effectively search for, evaluate, and use online information to solve problems—in higher education. Drawing on 72 studies involving 9,267 students, the review identifies seven evidence-based, constructively aligned design principles for IPS learning environments: (1) authentic and relevant learning tasks, (2) multiple embedded instruction sessions, (3) behavioral modeling (peer or expert demonstrations), (4) deliberate practice opportunities, (5) active learning activities, (6) targeted support on tasks and processes, and (7) timely feedback including self-assessment. These principles collectively address intended learning outcomes, teaching and learning activities, and assessment strategies, and are supported by theoretical frameworks and meta-analyses where data permit. The review highlights contextual biases—such as a focus on first-year undergraduates, predominance of North American and European studies, and emphasis on search-and-select skills—calling for cautious adaptation of the principles across diverse disciplines and educational settings. It also underscores the need for integrated application of multiple principles, institutional support, and further research on underexplored IPS components, assessment methods, and vocational contexts. The resulting IPS-EDP model offers a comprehensive framework to guide researchers, educators, and policymakers in designing effective, evidence-informed IPS instruction in higher education. [Extracted from the article] |
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| Βάση Δεδομένων: | Complementary Index |
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