2016 IEEE 16th International Conference on Advanced Learning Technologies
Collaborative problem-solving process in a web-based anchored instruction
Dai-Yi Wang
Department of Science and Communication Engineering
Providence University
Taichung City, Taiwan
ophelia.wang@gmail.com
Abstract—On-line videos are widely used on e-learning.
However, the learning activities of on-line video still need to be
designed and evaluated especially. Wang (2010) proposed a
web-based anchored instruction that were a new online
learning activity based on anchored instruction and composed
of on-line video learning and collaborative problem-solving
learning. In this study, the author investigated the process of
collaborative problem solving and examined the relationships
among students’ learning styles, learning outcomes and
problem-solving abilities in the web-based anchored
instruction. The results showed that problem analysis and
group discussion had a significant relation with learning
outcomes, and personal annotations made before collaborative
learning could contribute to subsequent group discussion.
Keywords-video learning; problem-solving process; learning
style; anchored instruction
I. INTRODUCTION
Thousands of online courses are now being offered, such
as OpenCourseWare (OCW) which are course lessons
created at universities and published for free via the Internet
and Massive Open Online Courses (MOOCs) which are
online courses aimed at unlimited participation and open
access via the web. Most of these courses adopt video
lectures, because videos can motive learners, engage them
and focus their attention on the learning material. Some
empirical studies have sought to determine the effects of
video material on learning [1,2,3,4,5,6]. However, the
learning activities of on-line video still need to be well
designed and evaluated especially.
Video is a rich and powerful medium. It is suitable for
active learning, problem-based learning, and situated
learning, because it can help students learn in a real-world
situation by being able to effectively model or demonstrate
concepts or procedures in complicated contexts [1,4]. The
Cognitive and Technology Group at Vanderbilt (CTGV)
introduced the theory of anchored instruction in 1990.
Anchored instruction is a technology-based learning
approach that uses materials designed with multimedia and
real-life stories to present diverse information. In this
approach, knowledge is embedded, and students are provided
access to rich resources to think and solve problems from
multiple perspectives. The goal of this approach is to prepare
students with an ability to apply problem-solving skills they
have acquired from various disciplines to real-life
problems[7]. [8] proposed a Web-Based Anchored
2161-377X/16 $31.00 © 2016 IEEE 163
DOI 10.1109/ICALT.2016.34
instruction (WBA) that were a new online learning activity
based on anchored instruction and composed of on-line
video learning and collaborative problem-solving learning.
This activity was carried out in an online platform, that
supports annotation of videos and collaborative problem-
solving.
Collaborative Problem Solving (CPS) is a critical and
necessary skill across educational settings and in the
workforce. While problem solving as defined for PISA 2012
[9] relates to individuals working alone on resolving problem
situations where a method of solution is not immediately
obvious, in CPS groups of individuals join their
understandings and efforts and work together on solving
these problem situations. Collaboration has distinct
advantages over individual problem solving [10].
[11] adopted a quasi-experimental design, with teaching
method as the independent variable (the web-based anchored
instruction vs. the traditional anchored instruction) and the
learning outcomes assessment result and the self-reported
problem-solving ability as dependent variables to examine
the effect of the web-based anchored instruction. The
experimental results showed that the web-based anchored
instruction, performed as well as the traditional anchored
instruction, could effectively improve learners' learning
outcomes and problem-solving abilities. In this study, the
objective is further to investigate the process of collaborative
problem solving and examine the relationships among
studentsȽ learning styles, learning outcomes and problem-
solving abilities in the web-based anchored instruction.
II. WEB-BASED ANCHORED INSTRUCTION
The web-based anchored instruction that integrates
problem-solving activities in the instruction. The problem-
solving activities are based on six steps, including browse the
topic, make annotations (discover the problem and search for
embedded data), analyze subproblems, discuss with group
members (search for related information and plan solutions),
present solutions of the group (execute the plan), and review.
Step 1 (Browse the topic) and Step 2 (Make annotations):
Learners are enabled to acquire knowledge by viewing the
video. If any idea, question or key point comes to them as
they watch the video, they can pause the video any time to
make an annotation. The annotation will then appear on the
right side of the screen. If they click on the annotation, the
video will jump to the position where the annotation is
created and replay.

Figure 1. Illustration of activities in Step 3-Analyze subproblems
Figure 2. Illustration of activities in Step 5-Present the solutions of the group
Figure 3. Illustration of activities in Step 6-Review
Step 3 (Analyze subproblems): As shown in Fig. 1,
annotations made by all members in the same group will
appear on the right side of the screen. At the bottom left is an
area for group discussion. Shown in the column at the
bottom right are subproblems proposed by three participants.
Step 4 (Discuss with group members): Members are
allowed to discuss in the synchronous discussion area and
present their results or data about each subproblem.
Step 5 (Present solutions of the group): As shown in Fig.
2, members discuss in the left column of the screen and
present the solutions of the group in the orange columns on
the right side.
Step 6 (Review): As shown in Fig. 3, members review
their learning processes and write down their feedbacks on
this learning activity.
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III. METHOD
The objective of this study is to investigate learners’
problem-solving process in the web-based anchored
instruction. In this study, 56 participants were recruited from
two eighth-year classes of a junior high school in New Taipei
City. They were received the web-based anchored instruction
at a computer lab. The learning processes of participants
were analyzed to explore the learning behaviors in the online
anchored instruction, such as annotation, analysis of
subproblems, and group discussion, as well as the effect of
learning styles on learning outcomes.
A. Instructional video
From the database held by National Education
Information Center, we selected No. 51 Organic
Compounds (3)~Daily Products Containing Organic
Compounds as the experimental video. This video contains
learning materials embedded in situations and is therefore
suited for research of situated learning. We edited the video
to shorten its length from 30 minutes to 10 minutes. The
edited video was primarily about an introduction of various
types of detergents, how soap is produced, and why soap
can remove stains.
B. Learning outcomes assessment
Based on the knowledge embedded in the video and the
problems that the participants were expected to solve—soap
production and its stain removal mechanism, we designed a
test to evaluate the participants’ learning outcomes. To
ensure the content validity of the test, we invited two senior
teachers of physics and chemistry to evaluate the test items.
The test items were modified based on their suggestions.
C. Measurement of problem-solving ability
In order to quantify the problem-solving behavior of the
participants, we developed criteria to measure the
participants’ performance in each problem-solving step
according to related literature [12,13,14,15].
IV. RESULTS AND DISCUSSIONS
Each participant’s problem-solving behaviors were rated.
To explore the effect of learning styles and problem-solving
processes on learning outcomes, we proposed a path model
and included related independent variables into the
regression model. After four times of multiple regression, we
obtained the standardized regression coefficient as the path
coefficient. The path analysis result is shown in Fig. 4.
Figure 4. Path analysis result
 In this model, four paths are significant: (1) the path
between the text-based learning style (negative correlation
coefficient) and learning outcomes; (2) the path between
making annotations and group discussion; (3) the path
between analyzing subproblems and learning outcomes; and
(4) the path between group discussion and learning outcomes.
According to our design of the learning style questionnaire,
lower scores indicate a strong tendency to rely more on texts
in learning, while higher scores indicate a strong tendency to
rely more on graphics in learning. Our explanation for the
association between the text-based learning style and higher
learning outcomes is as follows: Except the first step, i.e.
browsing the topic of the video, that may be easier for
learners who are more reliant on graphics in learning, all the
steps, such as making annotations, analyzing subproblems,
and discussing with group members, require learners to
describe or present ideas in text. Our designs might be more
advantageous to learners who were more used to text-based
learning. In other words, learners who had a text-based
learning style could benefit more from the proposed online
anchored instruction and achieve higher learning outcomes.
It should be noted that the direct effect of annotations on
learning outcomes is negative (-.081), suggesting that using
more annotations leads to poorer learning outcomes.
However, the total effect of annotations on learning
outcomes is positive (.116), meaning that annotations affect
analysis of subproblems and group discussions, which in turn
affect learning outcomes. Annotations affect learning
outcomes greater through an indirect path than through a
direct path.
V. CONCLUSION
In this study, we examined a web-based anchored
instruction that used online videos to create learning contexts
and performed a collaborative problem solving process. In
this on-line system, learners discover embedded data with
the aid of the video annotation tool and further
collaboratively solve the problems through synchronous
chatroom and the problem-solving learning sheets. This
instruction system can engage learners in meaningful
learning. The experimental results show that problem
analysis and group discussion were found to have a
significant relation with learning outcomes, and personal
annotations made before collaborative learning could
contribute to subsequent group discussion. However, we also
found that this learning method was more helpful for
students with a text-based learning style. Further
investigation is needed to explore the reason behind this
finding.
ACKNOWLEDGMENT
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The authors would like to thank the Ministry of Science
and Technology of the Republic of China for financially
supporting this research under Contract No. NSC 102-2511-
S-126 -003 -MY3.
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