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Assessing team-based instructional design problem solutions of hierarchical versus heterarchical Web-based hypermedia cases

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Abstract

For this study, we examined the cogency, comprehensiveness, and viability of team-based problem solutions of a Web-based hypermedia case designed to promote student understanding of the practice of instructional design. Participants were 14 students enrolled in a graduate course on advanced instructional design. The case was presented to students using two hypermedia structures, hierarchical (tree-like structure) and heterarchical (network-like structure). Results from analyses of four data sources revealed that problem solutions developed in response to the heterarchical case design were more cogent and convincing than problem solutions developed in response to the hierarchical case design. Specifically, the heterarchical case solutions provided evidence of a heuristic problem-solving process facilitating the identification of an expert-like solution to the case and the articulation of learners' understanding and application of grounded and engaging instructional designs.

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Authors and Affiliations

  1. Graduate School of Education at George Mason University, Fairfax, VA

    Nada Dabbagh (associate professor of Instructional Technology)

  2. Training and Doctrine Directorate, National Imagery & Mapping Agency, Bethesda, MD

    Katrina Denisar (Senior Educational Advisor)

Authors
  1. Nada Dabbagh
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  2. Katrina Denisar
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Dabbagh, N., Denisar, K. Assessing team-based instructional design problem solutions of hierarchical versus heterarchical Web-based hypermedia cases. ETR&D 53, 5–22 (2005). https://doi.org/10.1007/BF02504863

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