[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597654-105":59,"doc-detail-597654-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","canadian-journal-of-learning-and-technology-volume-30-winterhiver-2004","Canadian Journal of Learning and Technology - Volume 30 - Winter/Hiver 2004","","Study development and application of an instrument for identifying and measuring ill-structured problem formulation and resolution (PFR) in online asynchronous discussions (OADs). The instrument is constructed by determining PFR processes relevant to ill-structured problems in professional practice from a conceptual framework, then refining it through process indicators derived from applying the instrument to an actual discussion. Results show participants engaged more in problem resolution than formulation. Further refinement is proposed via use in other OAD contexts by researchers and practitioners.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/canadian-journal-of-learning-and-technology-volume-30-winterhiver-2004/597654/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/canadian-journal-of-learning-and-technology-volume-30-winterhiver-2004/597654.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper develop and apply?","Question",{"text":112,"@type":113},"It develops and applies an instrument to identify and measure ill-structured problem formulation and resolution in online asynchronous discussions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the instrument refined?",{"text":117,"@type":113},"It is refined by adding indicators of the relevant processes, derived from applying the instrument to an actual discussion where those processes are operationalized.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results indicate about participant engagement?",{"text":121,"@type":113},"Participants engaged more in problem resolution than in problem formulation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597654,1792620200,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Canadian Journal of Learning and Technology  \nVolume 30( 1 ) Winter / hiver 2004  \nIdentifying and Measuring Ill Structured Problem Formulation and Resolution in Online Asynchronous Discussions  \nElizabeth Murphy  \nAuthor:  \nElizabeth Murphy ([emurphy@mun.ca](emurphy@mun.ca)) is an Assistant Professor in the Faculty of Education at Memorial University of Newfoundland, Canada . Correspondence concerning this article should be addressed to: Elizabeth Murphy, Faculty of Education, Memorial University, St. John’s, NL, Canada A 1 B 3X8.  \nAbstract  \nAbstract: This paper reports on a study involving the development and application of an instrument to identify and measure ill structured problem formulation and resolution ( PFR) in online asynchronous discussions ( OADs) . The instrument was developed by first determining PFR processes relevant to ill structured problems in professional practice . The processes were derived from a conceptual framework.  \nFurther refinement of the instrument was achieved by the addition of indicators of processes . These indicators are derived through application of the instrument to an actual discussion in which the processes are operationalized. Results of the application of the instrument indicated that participants engaged more in problem resolution than in problem formulation. The instrument can be further developed and refined through its application in other contexts by researchers or practitioners interested in the design and use of OADs .  \nRé sumé : Cet article pré sente une étude consacré e à la cré ation et à l’application d’un instrument permettant d’identifier et de mesurer la formulation et la ré solution de problèmes ( PFR) mal structuré s lors de discussions asynchrones en ligne ( OAD) L’instrument a ét é développé en déterminant tout d’abord quels étaient les processus PFR applicables aux problèmes mal structuré s dans la pratique professionnelle . Les processus ont ét é tiré s d’un cadre conceptuel. L’instrument a ét é perfectionné par l’ajout d’indicateurs de processus . Ces indicateurs découlent de l’application del’instrument à une v é ritable discussion dans laquelle les processus ont ét é opé rationnalis é s . Les ré sultats de l’application de l’instrument ont démontré que les participants se sont davantage employé s à ré soud re les problèmes qu’à les formuler.  \nCet instrument peut être développé davantage et perfectionné à travers son application à d’autres contextes que ce soit par les chercheurs ou les praticiensinté ressé s par la conception et l’utilisation d’OAD.  \nIntroduction  \nComputer mediated communication ( CMC) in general, and online asynchronous discussions ( OADs) in particular, offer many benefits for learning. The time and place independent nature of the OAD facilitates self directed learning ( Harasim, 1990) as well as greater flexibility of communication with fewer social constraints ( Feenberg, 1987; McComb, 1993) . The medium allows for a more reflective learning process, as students are free to read and respond to others ’ contributions at their own  \npace and are able to refer back to the cumulative record of discussions ( Harasim, 1993; Kaye, 1992; Morgan, 2000) . As Hara, Bonk and Angeli (2000) observe, “such technology provides a permanent record of one ’s thoughts for later student reflection and debate” ( p. 116) . This record creates what Schrage (1995) refers to as “group memory,” transforming the ephemeral nature of an oral conversation into “an act of shared creation” ( p. 126) .  \nWhile many potential educational benefits of OADs have been identified, there remains an imperative to determine whether or not these potential benefits are actually being realized. As Gunawardena, Lowe and Anderson (1997) observe,“the utilization of the medium in education has in many respects outstripped the development of theory on which to base such utilization” ( pp. 397 398) . It is not surprising, therefore, that Henri (1992) claims in relation to CMC and onli","cbCaigI6UwbvmtZI","https://ap.wps.com/l/cbCaigI6UwbvmtZI","pdf",631014,15,"English","# Abstract\n# Introduction","[{\"question\":\"What does the paper develop and apply?\",\"answer\":\"It develops and applies an instrument to identify and measure ill-structured problem formulation and resolution in online asynchronous discussions.\"},{\"question\":\"How is the instrument refined?\",\"answer\":\"It is refined by adding indicators of the relevant processes, derived from applying the instrument to an actual discussion where those processes are operationalized.\"},{\"question\":\"What do the results indicate about participant engagement?\",\"answer\":\"Participants engaged more in problem resolution than in problem formulation.\"}]","Canadian Journal of Learning and Technology - Volume 30 - Winter/Hiver 2004 | PDF",1792085432,38]