@article {1289, title = {THE EFFECTS OF INDEXING PROMPTS ON PROBLEM-SOLVING IN CASE LIBRARY LEARNING}, journal = {Problems of Education in the 21st Century}, volume = {78}, year = {2020}, month = {June/2020}, pages = {Continuous}, type = {Original article}, chapter = {394-409}, abstract = {Researchers have suggested that case library learning is an effective instructional method that promotes argumentation skills for ill-structured problem-solving. However, little research has examined scaffolding strategies to implement effective case library learning. The aim of this research was to examine the effects of indexing prompts as scaffolds on argumentation skills during problem-solving in case library learning. A quasi-experimental design was employed for the research. A total of 111 first-year students in a university across three sections in a career development course participated in the experiment. Participants were provided with three different indexing prompts: explanation-based indexing prompts (focused on self-explaining anomalies of individual cases), difference-based indexing prompts (focused on self-explaining similarities and differences between cases), and no prompts (allowing spontaneous self-explanations when studying cases). Learners{\textquoteright} argumentation essays comprising initial arguments, counterarguments, and rebuttals were collected. The results found that learners who were prompted to generate mental indices outperformed the learners in the control group when constructing argumentation. More specifically, explanation-based indices were beneficial in making counterarguments and rebuttals, and difference-based indices were helpful when making rebuttals. These findings suggest that indexing cases based on both exploration of the anomalies of each case and comparisons between cases improves argumentation by facilitating case retention, retrieval, and reuse. }, keywords = {argumentation skills, case library learning, case-based reasoning, indexing prompts}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/20.78.394}, url = {https://journals.indexcopernicus.com/search/article?articleId=2537300}, author = {Jongchan Park and Jinju Lee and Dongsik Kim} } @article {1204, title = {EMPHASIS MANIPULATION EFFECT IN TERMS OF THE LEAST-ABLED SETS ON COGNITIVE LOAD, TRANSFER, AND INSTRUCTIONAL EFFICIENCY}, journal = {Problems of Education in the 21st Century}, volume = {77}, year = {2019}, month = {April/2019}, pages = {Continuous}, type = {Original article}, chapter = {228-243}, abstract = {This research suggests emphasis manipulation on constituent skills of least-abled sets, improves coordination and integration of knowledge, skills, and attitudes on cognitive load, transfer, and instructional efficiency. The participants were divided into two groups. Competency levels for the designated skill sets were evaluated, and a pre-test was performed on both groups. The research applied an educational design based on individual learner{\textquoteright}s least-abled sets of constituent skills and identified the design{\textquoteright}s effectiveness on complex learning. One group was provided with the whole learning contents according to emphasis manipulation sequencing method, and the other group was provided personalized learning contents according to a method based on the least-abled sets of constituent skills emphasis manipulation. The group received materials constructed with emphasis manipulation, learned the whole constituent skills of learning contents and carried out conventional tasks. However, treatment group received materials constructed with the least-abled sets of constituent skills emphasis manipulation, learned only the least-abled constituent skills and carried out conventional tasks. This research suggests that teaching with the least-abled sets of constituent skills helps to reduce expertise-reversal effect and improve results of cognitive load, transfer and instructional efficiency.}, keywords = {cognitive load, complex tasks, emphasis manipulation, instructional efficiency, learning transfer}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/19.77.228}, url = {http://oaji.net/articles/2019/457-1556863754.pdf}, author = {Soonri Choi and Namjung Kim and Seohyun Choi and Dongsik Kim} }