Productive use of learning resources in an online problem-based learning environment Heisawn Jeong a, * , Cindy E. Hmelo-Silver b a Department of Psychology, Hallym University, 39 Hallymdaehak-gil, Chuncheon, Gangwon-do 200-702, Republic of Korea b Graduate School of Education, Rutgers University, 10 Seminary Place, New Brunswick, NJ 08901, USA article info Keywords: Learning resources Problem-based learning (PBL) Online hypermedia environments Contrasting cases analysis Knowledge resources Video resources abstract This study examined students’ use of learning resources in a technologically-mediated online learning environment. Undergraduate student groups were engaged in an online problem-based learning (PBL) environment, rich with pre-selected video and knowledge resources. Quantitative and qualitative analy- ses showed that students accessed resources fairly frequently and benefited from them. Resources helped students construct a rich understanding of the problem and provided ideas for problem solutions. Detailed analyses of resource exploration along with contrasting case analyses between high-achieving and low-achieving student groups suggested that for learning to be effective in resource-rich environ- ments, students first need to develop an understanding of the resources and learn how to access them efficiently. Second, students need to learn to process the contents of resources in meaningful ways so that they can integrate diverse resources to form a coherent understanding and apply them to solve problems. Finally, students need to develop knowledge and skills to use resources collaboratively, such as sharing and relating to each other’s resources. The results indicated that students, especially low-achieving stu- dents, need guidance to use resources effectively in resource-rich learning environments. Ó 2009 Elsevier Ltd. All rights reserved. 1. Use of learning resources in a technologically-mediated online problem-based learning environment Resources are an important part of human learning (Pea, 1993). Textbooks, encyclopedias, pictures, calculators, and even pencils and papers have all assisted learners in locating, recording, and fur- ther processing of the information. With the advent of information technology, the availability of resources and cognitive tools has ex- ploded. Students are increasingly exposed to an array of sophisti- cated learning resources and technology tools such as hypertexts, streaming video, and visualization tools. The way learners interact with resources is changing qualitatively, and the success of their learning is increasingly dependent on how effectively they utilize diverse resources (Hill & Hannafin, 2001; Nesbit & Winne, 2003). In addition to these changes, theoretical concerns also demand that we pay more attention to the role of resources in learning. Learning is now increasingly considered to be an acquisition of competen- cies needed to function successfully in a given domain (Collins, Brown, & Newman, 1989; Engle & Conant, 2002; Greeno, 2006; Greeno, Collins, & Resnick, 1996; Sfard, 1998). Building a compe- tency in a given domain such as physics or medicine requires, among many things, an understanding of available resources in the domain. The notion of resource is also critically related to self-directed learning and the notion of agency. To use resources effectively, learners must be self-directed and exert agency in choosing and using resources (Hmelo-Silver, 2004; Hoffman & Ritchie, 1997; Nesbit & Winne, 2003). 1.1. Definition of learning resources We define learning resources as information or tools that can be used to assist learners in the process of locating, recording, and fur- ther processing of the learning materials. A variety of learning re- sources exist that differ in several dimensions. First, resources can differ in terms of where they reside. We typically think of re- sources that exist external to the learner such as teachers, books, or calculators, but it is also possible to have internal resources such as prior knowledge (Arvaja, Salovaara, Häkkinen, & Järvelä, 2007; Fischer & Mandl, 2005). Second, learning resources can differ in the functions they provide. Some resources serve as repositories of information (e.g., books, Internet, videos), whereas others serve as cognitive tools that assist learners in processing information (e.g., calculators, visualization tools; Kim & Reeves, 2007; Lajoie, 1993). Within information resources, further distinctions are pos- sible such as primary (e.g., journal article) versus secondary re- sources (e.g., textbook) or static (e.g., printed resources) versus dynamic resources (e.g., Wikipedia; Hill & Hannafin, 2001). Finally, 0747-5632/$ - see front matter Ó 2009 Elsevier Ltd. All rights reserved. doi:10.1016/j.chb.2009.08.001 * Corresponding author. Tel.: +82 33 248 1725; fax: +82 33 256 3424. E-mail address: heis@hallym.ac.kr (H. Jeong). Computers in Human Behavior 26 (2010) 84–99 Contents lists available at ScienceDirect Computers in Human Behavior journal homepage: www.elsevier.com/locate/comphumbeh