A new approach: Computer-assisted problem-solving systems

Computer-assisted problem solving systems are rapidly growing in educational useage. At least a hundred thousand U.S. students currently submit their homework or problem solving for computerized grading over the Web while attending real classes, and the practice is also growing rapidly in math, chemistry and other sciences (Bonham et al., 2003).

There are many Web-based educational tools available today that can be used in various ways. Some merely assist in the management of traditional lecture courses, supplement the presentation of some of the material (for example, Authorware-based visualization), provide question management and test construction (for example, Question Mark Designer), or enable instructor-student conferencing on-line (for example Alta Vista Forum). Other tools (Blackboard, WebCT, WeBWork, WebAssign, etc.) enable entire Web-based courses for either local or distance learning. For example WebCT includes management and administration, material presentation, study guides, quiz and examination modules, online help, bulletin boards, chat rooms and e-mail (Kashy et al., 1998; Hunter, 2000). Recently, LON-CAPA (The Learning Online Network with a Computer-Assisted Personalized Approach) software was developed to use in studio classes (Kashy et al., 1993). LON-CAPA is the combination of a course management system, an individualized assessment system, and a learning resources management system. LON-CAPA, a free open source software, was originally developed at Michigan State University, and has its roots in the earlier software systems including LON-CAPA (Kashy et al., 1995), Multimedia Physics (Bauer et al., 1992), and LectureOnline (Kortemeyer & Bauer, 1999). LON-CAPA has been used in many classes of physics, chemistry, calculus, biology, mathematics, psychology, statistics and several other subjects (Kashy et al., 1995; Kortemeyer et al., 2008).

LON-CAPA enables entire web-based courses for either local or distance learning. The system provides a large variety of conceptual and quantitative problem functionality for personalized assignments, quizzes and examinations (Kashy et al., 1993; Kortemeyer et al., 2008; Morrissey et al., 1995). The sophisticated LON-CAPA includes three parts; Quizzer, to create questions and prepare personalized problem sets or examinations; Grader, to record student responses and scores; and Manager, to create class reports and compile various statistical information that is available with a detailed description of the LON-CAPA (Hunter, 2000).

LON-CAPA, while similar to many others (WebCT, WebAssign, etc.) in most aspects, differs in three important ways. The first is its capability to randomize problems, both algorithmic numerical exercises as well as problems that are qualitative and conceptual, so numbers, options, images, graphs, formulas, labels, etc., differ from student to student (Kashy et al., 1995). The students can thus discuss the assignments, but cannot simply exchange answers.

The second is in the tools provided that allow instructors to collaborate in the creation and sharing of content in a fast and efficient manner, both within and across institutions, thus performing the first goals of the WWW. Most course management systems are built around the course as the main entity, and learning content is then uploaded to the courses. At the end of the semester, most systems allow export of the content to an instructor’s personal computer, and then need re-uploading in another semester. Within LON-CAPA, content is stored independently of a specific course in a shared cross-instructional content pool.

The third is its one-source multiple target capabilities, meaning its ability to automatically transform one educational resource, for example a numerical or conceptual homework question, into a format suitable for multiple uses. The same code, which is used to present problems for on-line homework, can also create an online examination or a print bubble sheet examination which is later machine scored (Kortemeyer et al., 2005).A detailed description of the LON-CAPA system is available elsewhere (Kashy et al., 1993; Kashy et al., 1995; Kashy et al., 1998; Kortemeyer et al., 2008; Thoennessen & Harrison, 1996).

Advantages of computer-assisted problem solving systems give immediate feedback to students and allow automatic grading for instructors. Automatic grading can be helpful to teachers by saving time grading students’ assignments and/or exams. Also, it can encourage students to take problem solving more seriously because they know it will be graded, and the grade will be recorded. Students can get immediate feedback on their answers to problems and sometimes even hints or intelligent help towards solving problems (Mendicino et al., 2009).

Although there are benefits to using these computer-assisted problem-solving systems, there can be drawbacks, as well. Many of these systems require students to enter a single answer for each problem, and they do not consider or take note of a students’ solution. Students may also try to do more math in their heads and do less scrap work, which can help them to be more organized. Teachers may spend less time looking at their students’ solutions and figuring out exactly where they are having difficulties. Finally, these systems often do not consider student work; cheating may be easier among students because they could possibly get the answers from their friends without having to show how they arrived at them (Bonham et al., 2003; Titus et al., 1998). These issues are not new, but they are more important now that the Internet has eliminated many of the technical barriers to using automatic computer-assisted problem solving systems.

As mentioned above, one of the drawbacks with many other computer-assisted problem-solving systems is that in an attempt to be minimally invasive, those systems do not emphasize enough the role of good decision-making in the context of an expert-like problem-solving framework. Although it is important for students to develop a problem solving method that is comfortable and feels natural to them, it is at least as important that their fundamental approach to problem solving be a component one (Hsu & Heller, 2009).

Computer-assisted problem solving systems were examined in this research. LON-CAPA was chosen among the others. This program has been used since 2007 at the Colorado School of Mines (CSM). Also the advantages and drawbacks of this program were published in literature (Bauer & Kortemeyer, 2005; Kashy et al., 2001-2003; Kortemeyer & Bauer, 1999; Kortemeyer et al., 2008; Kortemeyer, 2009). One of the major drawbacks of LON-CAPA is that the problems in LON-CAPA include a lack of detailed solution steps, and the danger of multiple tries for gaining results encourages students’ lazy habits. Also, corrective hints shift the focus away from the goal of concept understanding to task completion (Kohl et al., 2008). In that case, students don’t spend time to understand the concept behind the problem and continue to adopt formulaic approaches to problem solving. They tend to solve plug-and-chug (single formula problems) or “just like the example” problems rather than complex problems with well-presented solution steps. This does not mean that equations are not important or useful. It means that equations are needed only at the end of the problem solving process, when principles, laws and definitions are applied. Generally, when students come across a challenging problem, they give up or get stuck on finding a solution. Current LON-CAPA problems do not encourage students to think critically and to solve the problem in a well-defined way. The question is how to get students actively intellectually involved in thinking about the fundamental concepts? We know that fundamental ideas are not easily absorbed by students. But we can adapt their minds to think in an organized way while they are solving a complex problem. This can be possible by teaching the various problem solving strategies to students, which are explained in the next section.