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Please use this identifier to cite or link to this item: http://hdl.handle.net/1860/2827

Title: Learning to solve problems within a pharmaceutical organization: designing problem and story-based constructivist e-learning environments
Authors: Shaw-Hones, Gayle E.
Keywords: Education;Problem-based learning;Distance education--Computer-assisted instruction
Issue Date: 11-Jul-2008
Abstract: This case study investigated how the instructional design of an e-Learning program facilitated the learning of problem-solving skills within a pharmaceutical company. This research focused on instructional design utilizing story, scenario and simulation to support the learning of problem-solving skills for those providing medical review of materials used in the promotional of pharmaceutical products. A mixed methods approach was used to capture qualitative and quantitative data on the effectiveness of the instructional design from e-Learning program participants. Data collection included a single learner observation, a seventeen- question survey of forty-six participants and subsets of that group participating in four, 1-hour focus groups. The participants responded favorably when asked about how well the instructional design of the e-Learning program supported their learning of problem-solving skills needed for their role in the promotional review process. Participants ranked the most helpful design elements as scenarios, then related cases, scenarios, and simulation ranked and finally story. Participants provided insights about (1) how the instructional design addressed time constraints and the learning of problem-solving skills, (2) a lack of available tools, (3) the validation of their own roles through role-based problem-solving; and, (4) how the use of problem-solving activities “just scratched the surface on how tough this is. Conclusions were drawn from the results including that the organization lacked a constructivist mindset that would allow for individual problem construction, an instructional design approach that incorporates scenario, simulation and story minimizes the use of story and the user experience related to the perception of instructional design effectiveness. This study (and other case studies with similar findings) would suggest that following the research recommendations for designing on-line learning environments and considering the learner’s needs affects a positive outcome by the participants. The participants completed all the e-Learning practice activities successfully and scored 100% on the assessment. The e-learning effectiveness was reflected in learner-centered pedagogy, a lack of technical problems and an appropriate length of time for completion. Additional research seems needed on the use of instructional design models within non-academic organizations and specifically those instructional design models that center on problem solving.
URI: http://hdl.handle.net/1860/2827
Appears in Collections:Drexel Theses and Dissertations

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