Evaluating and Identifying Online Resources

With technological advances, finding information about a particular subject is easy.  Finding quality information, however, can be a challenge.  As an Instructional Designer, sources and resources must be properly vetted before being used to create content and learning for students.  

This week, I will cover the methods I use to vet sources and provide three (3) resources about the brain and learning, information processing theory, and problem-solving methods during the learning process.

The Search

Regardless of the search tool used, narrowing down the parameters when finding good sources is essential.  I often use Google to locate sources.  Performing a general search for "problem-solving methods during the learning process" will bring up a plethora of results and suggestions:



Often, peer-reviewed scholarly articles are pre-vetted and trusted sources.  I recommend adding "peer-reviewed articles" to the end of the original search string to elicit the following results from Google:


Clicking on the link titled "Scholarly articles for problem-solving methods during the learning process peer-reviewed articles" will create an advanced search screen:


Now, we can set our date parameters or click on a pre-loaded parameter to filter our results to more recent articles about the subject.  These same tools can be used for college online libraries and other search engines.  Using the methods above in my college's online library, I found several peer-reviewed scholarly articles from 2018 to today.

The Results

The first article I will delve into focuses on how educators can blend Project-Based Learning (PBL) and Computational Thinking (CT) to help students experience learning and retain information better.  Authored by Aslina Saad and Suhaila Zainudin and published on 8 March 2022, the article breaks down PBL and CT concepts.  It describes their use in Science, Technology, Engineering, and Math (STEM) fields to make a teaching approach centered on the student's inquiries and hands-on learning.  As an Instructional Designer for a STEM career field in the military, constructivism-based teaching methods seem the best approach for our students - many kinesthetic learners.  

The second article explores the problem-solving process with a game-based learning approach.  Published in June 2022, the article by Tongxi Liu and Maya Israel explores the benefits of game-based learning.  One of the main reasons game-based learning approaches are on the rise is the failure of traditional observational and qualitative methods like interviews and exams fail to address issues and difficulties that students face in problem-solving.  Game-based learning allows students to use differing strategies to solve problems, which in turn enables students to move on to higher-level tasks.  I find game-based learning fun and interactive, ensuring I pay attention to nuances in the material to get the best score.  

The last article is by Wasis Dwiyogo and details using a blended learning-based method for problem-solving, published in January 2018.  Blended learning styles are typically employed in institutions of higher learning, providing multiple formats for students to interact with instructors and fellow students.  Using a combination of face-to-face and computer-based learning is more effective and offers better access.  For me, a blended learning approach is cumbersome.  I have taken hybrid classes online where students and teachers meet online and must-have cameras and headsets.  While I enjoy the interaction, I enjoy spending my time wisely on my own much more. 


I hope you have enjoyed this week's content!  Using advanced search features is an excellent way to ensure the accuracy of the information you teach.  

Until next time, cheers!



Comments

  1. Teika Hitchman-GardinerJuly 7, 2024 at 1:39 AM

    Hi Holli, Thanks for reminding us of the importance of evaluating online resources. Test et al. (2015) say that "although many teachers may need more time or expertise to assess the research base for these practices, the prevalence of Internet resources has increased their access to such information. Many factors hinder how well educators evaluate their internet resources, but the fact remains that we must remain aware of these sources and the implications they have on the education that we offer to society.

    Test, D. W., Kemp-Inman, A., Diegelmann, K., Hitt, S. B., & Bethune, L. (2015). Are online sources for identifying evidence-based practices trustworthy? An evaluation. Exceptional Children, 82(1), 58-80.

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