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AMI7P

Section: 3 Technology & Computers

Title: Enhancing Case-Based Learning in Teacher Education Through Online Discussions:


Structure and Facilitation

Source: Journal of Interactive Learning Research. 19 (2), 2008, pp. 331-349.


April.

Authors:
Katherine Mitchem
Gail Fitzgerald
Candice Hollingsead
Kevin Koury
Kevin Miller
Hui-Hsien Tsai

Keywords:
E-learning
Preservice teacher education
Professional development
Teaching methods
Multimedia
Multi-case study

‫תקציר‬

This multi-case study compares the experiences of students and instructors participating in
three different online discussion formats used to support the collaborative and social aspects
of case-based instruction. Results supported prior research findings that online chats and
discussions provided opportunities for the students to share, discuss, and modify their case
understanding and to support each other in using that knowledge to solve case and
classroom problems. Practical implications for instructors using discussion groups in case-
based instruction are provided.

‫מאמר‬

Source: Journal of Interactive Learning Research. 19 (2), 2008, pp. 331-349.

This multi-case study compares the experiences of students and instructors participating in
three different online discussion formats used to support the collaborative and social aspects
of case-based instruction.

Data were collected and analyzed from three different universities that implemented case-
based discussions or chats in courses as a part of a larger research consortium project. The
implementations represented three different discussion group formats for structure and
facilitation: open discussions, prompted discussions, and structured chat discussions.

Discussion archives were analyzed for number of students who participated, average
postings per student, range of contributions per student and instructor facilitation. Follow-up
interviews were conducted with a sample of students from each course to assess student
perceptions of the benefits and limitations of online discussion groups to augment case-based
learning approaches in special education courses.

Results supported prior research findings that online chats and discussions provided
opportunities for the students to share, discuss, and modify their case understanding and to
support each other in using that knowledge to solve case and classroom problems. Practical
implications for instructors using discussion groups in case-based instruction are provided.