Critical factors influencing problem-solving ability in online learning environments

Abstract

The purposes of the present study were to investigate the factors

influencing problem solving ability skills in an online learning

environment and to figure out which of these factors were significantly

related to problem solving ability. Surveyed were 273 undergraduate

students taking an educational technology course at National Open

University in Seoul, Korea. Based on the results of literature review,

validation by experts and factor analysis, 46 items were developed.

The results were as follows: First, exploratory factor analysis

showed eight factors influencing problem-solving ability in an online

learning environment. Second, multiple regression showed that the first

four factors among the eight factors (learners cognitive strategies,

learners meta-cognitive strategies, providing necessary resources and

tools for problem solving in an online learning environment, and

learners self-confidence in problem solving) were significant predictors

of problem solving ability. The results showed that learners cognitive

strategies are the most closely related to problem-solving ability. This

result implied that online learning environments should provide

learners with supports to consider a goal and sub-goals of

problem-solving and to break down big problem-solving tasks into

sub-goals.