The Effect of Case-Based Versus Systematic Problem Solving in a Computer-Mediated Collaborative Environment

The purpose of this study was to investigate the effect of two instructional methods (case-based vs. systematic approach) and collaborative group size (dyads vs. quads) on learner performance in solving ill-defined problems in a Web-based environment. Working in teams of two or four, participants used a Web-based program that taught them a specific problem-solving approach. One program focused on how to solve problems using a case-based approach and the other program taught a systematic, four step problem-solving process. Participants then applied the problem-solving approach to solve realistic problem scenarios. Results indicated that participants who worked in dyads performed significantly better than those who worked in teams of four. However, those who worked in teams of four spent significantly more time on the Web-based program than participants working in dyads. Analysis of time spent solving problems revealed that participants who used the systematic approach spent more time solving the problems than participants in the case-based approach. Participants in all treatment groups had positive attitudes toward working with others, the Web-based programs, and applicability of problem-solving skills to other settings. However, results indicated that participants rated collaborating online the lowest. Analysis of the online communications between team members indicated that 95% of the interactions that took place were related to the problem-solving task. Implications for the implementation of computer-mediated collaboration in distance learning environments are discussed.