Home PublicationsJRTEPast IssuesVolume 40 Number 1: Fall 2007

	Edited by Dr. Lynne Schrum, George Mason University
formerly Journal of Research on Computing in Education

Volume 40 Number 1 Fall 2007

Effect of Problem Solving Support and Cognitive Styles on Idea Generation: Implications for Technology-Enhanced

Slavi Stoyanov and Paul Kirschner
Open University of the Netherlands

Abstract

This study investigated the effect of two problem-solving techniques: (a) free-association with a direct reference to the problem, called shortly direct, and (b) free-association with a remote and postponed reference to the problem, called remote, on fluency and originality of ideas in solving ill-structured problems. The research design controlled for possible effects of cognitive style for problem-solving—adaptor versus innovator. The results showed that both groups significantly outscored a control group on fluency and originality. The remote group outperformed the direct and control groups on originality, but not on fluency. Innovators scored significantly better than adaptors in the control group on fluency, but not on originality. No significant difference was found between innovators and adaptors in both direct and remote groups. There was no statistical indication for an interaction effect between treatment and cognitive style. Based upon the results of this study, four implications for learning and instruction have been formulated for designing and developing technological arrangements for learning to solve ill-structured problems. These guidelines will support designers in developing instructional design solutions in educational technology applications.

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Contributors

Slavi Stoyanov is assistant professor at Educational Technology Expertise Center of Open University of the Netherlands. He has a PhD degree on Instructional Technology from University of Twente, The Netherlands. His prior research interest includes learning to solve ill-structured problems, cognitive mapping and individual differences in learning. (slavi.stoyanov@ou.nl.)

Paul A. Kirschner is professor of Educational Sciences at the Department of Pedagogical and Educational Sciences at Utrecht University (as well as head of the Research Centre Interaction and Learning and dean of the Research Master program Educational Sciences: Learning in Interaction) and professor of Educational Technology at the Educational Technology Expertise Center at the Open University of the Netherlands with a chair in Computer Supported Collaborative Learning Environments. He is an internationally recognized expert in his field. ( paul.kirschner@ou.nl and P.A.Kirschner@fss.uu.nl.)

Copyright 2007, (International Society for Technology in Education). All rights reserved.