Proceedings of the e-Skills for Knowledge Production and Innovation Conference 2014 Cite as: Morin, D., Thomas, J. D. E., Saadé, R. G. (2014). Problem-solving and web-based learning. Proceedings of the e-Skills for Knowledge Production and Innovation Conference 2014, Cape Town, South Africa, 243-253. Retrieved from http://proceedings.e-skillsconference.org/2014/e-skills243-253Morin797.pdf This paper accepted and published after external peer-review Problem-Solving and Web-Based Learning Danielle Morin Concordia University, John Molson School of Business, Montreal, Quebec, Canada danielle.morin@concordia.ca Jennifer D. E. Thomas Pace University, Ivan Seidenberg School of CSIS, New York, NY jthomas@pace.edu Raafat George Saadé Concordia University, John Molson School of Business, Montreal, Quebec, Canada raafat.saade@concordia.ca Abstract This article investigates the relationship between Web-based learning and Problem-solving in a web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. We assess for the different learning components of the course, the extent of problem- solving skills acquisition including research, creativity and critical thinking skills. The course entailed two categories of learning, namely resources-based and interactive components. The study aimed at answering the following questions: (1) To what extent is problem-solving skill acquisition explained by the acquisition of the other three skills? (2) To what extent do students understand the definitions of Problem-solving, Research and Creative Idea Generation skills, and Critical Thinking skills? (3) What is the effect of the learning modules in the course on these skills? and, (4) What is the relative contribution of the various learning modules to the acquisition of Problem-Solving, Research, and Creative Idea Generations skills, and Critical Thinking skills? Keywords: critical thinking skills, information technology, problem-solving, web-based learning Introduction Problem-solving, as an outcome or dependent variable, is not to be confused with problem-based learning, which is an input or independent variable. Compared to problem-based learning, the body of knowledge for problem-solving in higher education is significantly less. In Bloom’s fa- mous Taxonomy of learning, problem- solving encompasses the three lower levels - analysis, synthesis, evaluation, and in the revised taxonomy - analyzing, evaluating, creating (Anderson & Krathwohl, 2001; Bloom & Krathwohl, 1956). Missing, however, is the requisite need for researching the problem and the potential solutions (Jonassen, 1997; Saade et al., 2012). According to Hen- nessey, McCormack and Murphy (1993) Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is per- missible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission.