Potential Abstract:
This study delves into the complexity of ill-structured learning environments in rural settings by incorporating the use of counterfactuals and learning analytics through a phenomenological lens. Ill-structured problems present unique challenges for both learners and educators due to their open-ended nature and lack of clear solutions, which is particularly pronounced in rural educational contexts. By employing counterfactual reasoning, learners are encouraged to explore alternative pathways and solutions, fostering a deeper understanding of the underlying concepts and enhancing critical thinking skills. Additionally, the integration of learning analytics provides valuable insights into students’ cognitive processes, decision-making strategies, and learning trajectories within these ill-structured environments.
Drawing on a phenomenological approach, this research aims to uncover the lived experiences of students and educators in rural schools when engaging with ill-structured tasks. Through in-depth interviews, observations, and analysis of student work, this study seeks to illuminate the nuanced interactions and sense-making processes that occur within these challenging learning contexts. By examining the interplay between student perceptions, instructional strategies, and technological interventions, this research contributes to a more holistic understanding of how ill-structured learning environments impact learning outcomes in rural settings.
Potential References:
- Structured event complexes in the medial prefrontal cortex support counterfactual representations for future planning
- Learning Logic: A mixed methods study to examine the effects of context ordering on reasoning about conditionals
- An investigation of the role of causal reasoning methods in facilitating conceptual understanding of college students in physics
- Expertise in non-well-defined task domains: The case of reading
- Counterfactuals in financial decision making
