Abstract—Ill-structured problems are defined as having
vague goals that permit multiple solution paths. Solving
ill-structured problems requires domain-specific knowledge as
well as structural knowledge. Domain-specific knowledge is
content knowledge consisting of cognitive components such as
propositional information, concepts, rules, and principles.This
article focuses on how to promote ill-structured problems
solving. Using maps may solve ill-structured problems
associated with visualizing information structure. Activities
have been found to be effective in facilitating ill-structured
problems-solving processes.Metacognition plays a key role in
solving it. Advance organizers will promote connections
between prior knowledge and the to-be-learned ill-structured
problems in e-learning. It is necessary to reduce extraneous
cognitive load caused by interactivity.
Index Terms—Ill-structured problems, concept maps, meta-cognition, advance organizers, cognitive load.
Jianzhen Chen and Xiaoping Li are with the Beijing Institute of Technology and Tianjin University of Technology and Education, China (e-mail: firstname.lastname@example.org).
Cite: Jianzhen Chen and Xiaoping Li, "Research on Solving Ill-Structured Problems for e-Learning: Cognitive Perspectives," International Journal of Information and Education Technology vol. 5, no. 12, pp. 920-923, 2015.