Research background

Numerous research projects and studies (Booth-Sweeney, 2001; Dabbagh, 2002; Dabbagh & Denisar,
2005; Dabbagh, Jonassen, Yueh, & Samouilova, 2000; Dabbagh & Williams-Blijd, 2009; Fitzgerald &
Semrau, 1996; Gerdes, 1998; Herreid & Schiller, 2001; Jacobson, Maouri, Mishra, & Kolar, 1996; Kapur &
Kinzer, 2007; Lohman, 2002; Lundeberg et al., 1999; Rogers & Erickson, 1998; Siegel et al., 2000; Sutyak,
Lebeau, & O'Donnell, 1998) have examined the characteristics of problems used in instruction,
henceforth referred to as case problems, particularly in relation to structure (e.g., linear versus
hypertext, narrative versus conceptual) and complexity (e.g., well- versus ill-structured), and the impact
of such variables on advanced knowledge acquisition and problem solving skills.

For example, Kapur and Kinzer (2007) examined the effect of well- vs. ill-structured case problems on
collaborative problem solving in computer-supported collaborative learning (CSCL) and found that ill-
structured case problems generated more problem-centered interactional activity in groups (considered
a positive effect), however they also found that ill-structured case problems generated more inequitable
participation patterns than well-structured case problems that negatively impacted group
performance. Kapur and Kinzer (2007) suggest that we need to be mindful of this tension in
collaborative learning when using ill-structured case problems. Jonassen, Strobel, and Lee (2006) posit
that further research is needed to examine the nature of collaborations evoked by ill-structured case
problems and that collaborations are most successful when roles and relationships are well defined and
share a common goal.