An online support system to scaffold real-world problem solving

This article describes the design components and the effectiveness of an Electronic Performance Support System for solving " real world " problems. The intention is for the support system to be reusable, and for the tools to scaffold " complex problem solving processes. " The support system is designed with a constructivist, " open-ended learning environment " grounded in cognitive learning theories such as David Merrill's Instructional Transactional Theory. The components of the support systems are: a case library, question prompts, peer review, expert modeling, and self-reflection. The author compares the PSSS to Intelligent Tutoring Systems (ITS) and Computer Supported Collaborative Learning environments (CSCL) and discusses the advantages and disadvantages of both. In an open ended learning environment, scaffolding may be required for novice learners. The EPSS incorporates scaffolding with question prompts. The instructor has the ability to set the level of scaffolding, ranging from low level to high level detailed question prompts. The reader is then guided through a case study and shown the process of how the online support system works. The case study was a patient asthma problem within a pharmacy domain. Finally, the article presents two empirical studies and results utilizing the support system. I will briefly describe one of those studies in which the effects of detailed question prompts are examined. A random sampling of sixty-three students comprised the treatment and control groups. Both groups were required to complete a case study on needs assessment taken from the case library. The experimental group received high level questioning prompts, but the control did not receive the prompts. The beginning of the article guides the reader through the learning support system using a case example. The case utilizes a pharmacy domain where third year pharmacy students analyze and solve a problem as a lab activity. The students are asked an open-ended question. The students are divided into groups of four, and once every student has responded, an email is sent to each student in the group, asking them to review and compare their peer's work in order to revise their own response. Once this is complete, the professor provides expert knowledge to the problem. The students reflect and again revise their work. The author asserts the peer review and expert feedback components of the support system are effective at improving and developing problem solving skills.