Potential Abstract:
This research study investigates the role of educational websites as portals for navigating ill-structured learning environments within the context of a Keynesian paradigm. Ill-structured problems are characterized by ambiguity, multiple solutions, and diverse perspectives, presenting challenges for learners in traditional educational settings. The emergence of online platforms and educational technologies has provided opportunities for learners to engage with complex, real-world problems in interactive and collaborative ways. In this study, we explore how educational websites can serve as portals that facilitate the navigation of ill-structured learning environments by offering resources, tools, and opportunities for sense-making and knowledge construction. Drawing on principles of the Keynesian paradigm, which emphasizes the importance of active learning, critical thinking, and collaboration in education, we examine how these websites can support learners in developing the skills and competencies needed to thrive in dynamic and uncertain contexts. Through a mixed-methods research design, including qualitative interviews and quantitative analyses of user interactions, we aim to identify effective strategies and design principles for optimizing the educational website experience in ill-structured learning environments. By shedding light on the potential of these virtual portals to enhance learning outcomes and foster adaptive expertise, this study contributes to both theoretical understandings of learning in complex settings and practical implications for educational technology design and implementation.
Potential References:
- Integrating studio and design practice in ubiquitous learning environments
- Visualizing argumentation: Software tools for collaborative and educational sense-making
- Enhancing inquiry-based learning environments with the power of problem-based learning to teach 21st century learning and skills
- Group-Work in the Design of Complex Adaptive Learning Strategies.
- Constructivism in practice: A comparison and contrast of apprenticeship and constructionist learning environments
