The purposes of the present study were to investigate the factors influencing problem solving ability skills in an online learning environment and to figure out which of these factors were significantly related to problem solving ability. Surveyed were 273 undergraduate students taking an ‘educational technology’ course at National Open University in Seoul, Korea. Based on the results of literature review, validation by experts and factor analysis, 46 items were developed. The results were as follows: First, exploratory factor analysis showed eight factors influencing problem-solving ability in an online learning environment. Second, multiple regression showed that the first four factors among the eight factors (learners’ cognitive strategies, learners’ meta-cognitive strategies, providing necessary resources and tools for problem solving in an online learning environment, and learners’ self-confidence in problem solving) were significant predictors of problem solving ability. The results showed that learners’ cognitive strategies are the most closely related to problem-solving ability. This result implied that online learning environments should provide learners with supports to consider a goal and sub-goals of problem-solving and to break down big problem-solving tasks into sub-goals.
Ⅱ. Theoretical background
Ⅴ. Conclusions and implications