Enhancing Case-Based Learning in Teacher Education Through Online Discussions: Structure and Facilitation

Mitchem, Katherine; Fitzgerald, Gail; Hollingsead, Candice; Koury, Kevin; Miller, Kevin; Tsai, Hui-Hsien

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Enhancing Case-Based Learning in Teacher Education Through Online Discussions: Structure and Facilitation

Mitchem, K., Fitzgerald, G., Hollingsead, C., Koury, K., Miller, K. & Tsai, H.H. (2008). Enhancing Case-Based Learning in Teacher Education Through Online Discussions: Structure and Facilitation. Journal of Interactive Learning Research, 19(2), 331-349. Chesapeake, VA: AACE.
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Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 19, Issue 2, April 2008
Association for the Advancement of Computing in Education (AACE) Chesapeake, VA

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Table of Contents

Authors

Katherine Mitchem, California University of Pennsylvania, United States; Gail Fitzgerald, University of Missouri-Columbia, United States; Candice Hollingsead, Bethel College, United States; Kevin Koury, California University of Pennsylvania, United States; Kevin Miller, Buffalo State University, United States; Hui-Hsien Tsai, University of Missouri-Columbia, United States

Abstract

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.

Keywords

References

Anderson, P., & Baker, B. (1999). A case-based curriculum approach to special education teacher preparation. Journal of Teacher Education and Special Education, 22(3), 188-192. Barab, S., & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (25-55). Mahwah, NJ: Lawrence Erlbaum.
Bonk, C.J., Hansen, E.J., Grabner, M.M., Lazar, S., & Mirabelli, C. (1998). Time to “connect”: Synchronous and asynchronous case-based dialogue among preservice teachers. In C.J. Bonk & K.S. King (Eds), Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse (pp. 289-314). Mahwah, NJ: Lawrence Erlbaum.
Bonk, C.J., Malikowski, S., Angeli, C., & East, J. (1998). Web-based case conferencing for preservice teacher education: Electronic discourse from the field. Journal of Educational Computing Research, 19(3), 267-304.
Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
Elksnin, L. (1998). Use of the case method of instruction in special education teacher preparation programs. A preliminary investigation. Teacher Education and Special Education, 21, 95-109. Elksnin, L. (2001). Implementing the case method of instruction in special education teacher preparation programs. Teacher Education and Special Education, 24, 95-107.
Fitzgerald, G., Hollingsead, C., Koury, K., Miller, K., & Mitchem, K. (2003-2006). Implementation of case-based instruction in multiple contexts: Process, outcomes, and transfer of knowledge and skills (VRCBD-RC). Washington DC: United States Department of Education Project #H327A030072.
Goor, M., & Santos, K. (2002). To think like a teacher: Cases for special education interns and novice teachers. Boston: Allyn & Bacon.
Havard, B., Du, J., & Olinzock, A. (2005). Deep learning: The knowledge, methods, and cognition process in instructor-led online discussion. The Quarterly Review of Distance Education, 6(2), 125-135.
Herrington, J., Reeves, T., & Oliver, R. (2005). Online learning as information delivery: Digital myopia. Journal of Interactive Learning Research, 16(4), 353-367.
MaKinster, J. Barab, S., Harwood, W., & Andersen, H. (2006). The effect of social context on the reflective practice of preservice science teachers: Incorporating a web-supported community of teachers. Journal of Technology and Teacher Education, 14, 543-579.
McNaughton, D., Hall, T., & Maccini, P. (2001). Case-based instruction in special education teacher preparation: Practices and concerns of teacher educator/researchers. Teacher Education and Special Education, 24, 84-94.
Moore, J. L., & Marra, R.M. (2005). A comparative analysis of online discussion participation protocols. Journal of Research on Technology in Education, 38, 191-212.
Patton, M. (2002). Qualitative research evaluation & Methods. Thousand Oaks: Sage. Pena-Shaff, J., Altman, W., & Stephenson, H. (2005). Asynchronous online discussions as a tool for learning: Students’ attitudes, expectations, and perceptions. Journal of Interactive Learning Research, 16, 409-430.
Peng, H., Fitzgerald, G., & Semrau, L. (2000). Online conferencing: Variations on structure and participation. In J. Bourdeau & R. Heller (Eds.), Proceedings of Ed-Media 2000 World Conference on Educational Multimedia and Hypermedia, (pp.1677-1678).
Richards, L. (1999). Using NVivo in qualitative research. Thousand Oaks, CA: Sage. Riedel, J., Fitzgerald, G., Leven, F., & Toenshoff, B. (2003). The design of computerized practice fields for problem solving and contextualized transfer. Journal of Educational Multimedia and Hypermedia, 12, 377-398.
Vonderwell, S., & Zachariah, S. (2005). Factors that influence participation in online learning. Journal of Research on Technology in Education, 38(2), 213-230.
Wang, F-K., & Bonk, C.J. (2001). A design framework for electronic cognitive apprenticeship. Journal of Asynchronous Learning Networks, 5, 131-151.
Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks: Sage.
Koury, K., Miller, K., Fitzgerald, G., & Tsai, H-H. (2006). Asynchronous

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@editlib.org.

[1] Anderson, P., & Baker, B. (1999). A case-based curriculum approach to special education teacher preparation. Journal of Teacher Education and Special Education, 22(3), 188-192. Barab, S., & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (25-55). Mahwah, NJ: Lawrence Erlbaum.

[2] Bonk, C.J., Hansen, E.J., Grabner, M.M., Lazar, S., & Mirabelli, C. (1998). Time to “connect”: Synchronous and asynchronous case-based dialogue among preservice teachers. In C.J. Bonk & K.S. King (Eds), Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse (pp. 289-314). Mahwah, NJ: Lawrence Erlbaum.

[3] Bonk, C.J., Malikowski, S., Angeli, C., & East, J. (1998). Web-based case conferencing for preservice teacher education: Electronic discourse from the field. Journal of Educational Computing Research, 19(3), 267-304.

[4] Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.

[5] Elksnin, L. (1998). Use of the case method of instruction in special education teacher preparation programs. A preliminary investigation. Teacher Education and Special Education, 21, 95-109. Elksnin, L. (2001). Implementing the case method of instruction in special education teacher preparation programs. Teacher Education and Special Education, 24, 95-107.

[6] Fitzgerald, G., Hollingsead, C., Koury, K., Miller, K., & Mitchem, K. (2003-2006). Implementation of case-based instruction in multiple contexts: Process, outcomes, and transfer of knowledge and skills (VRCBD-RC). Washington DC: United States Department of Education Project #H327A030072.

[7] Goor, M., & Santos, K. (2002). To think like a teacher: Cases for special education interns and novice teachers. Boston: Allyn & Bacon.

[8] Havard, B., Du, J., & Olinzock, A. (2005). Deep learning: The knowledge, methods, and cognition process in instructor-led online discussion. The Quarterly Review of Distance Education, 6(2), 125-135.

[9] Herrington, J., Reeves, T., & Oliver, R. (2005). Online learning as information delivery: Digital myopia. Journal of Interactive Learning Research, 16(4), 353-367.

[10] MaKinster, J. Barab, S., Harwood, W., & Andersen, H. (2006). The effect of social context on the reflective practice of preservice science teachers: Incorporating a web-supported community of teachers. Journal of Technology and Teacher Education, 14, 543-579.

[11] McNaughton, D., Hall, T., & Maccini, P. (2001). Case-based instruction in special education teacher preparation: Practices and concerns of teacher educator/researchers. Teacher Education and Special Education, 24, 84-94.

[12] Moore, J. L., & Marra, R.M. (2005). A comparative analysis of online discussion participation protocols. Journal of Research on Technology in Education, 38, 191-212.

[13] Patton, M. (2002). Qualitative research evaluation & Methods. Thousand Oaks: Sage. Pena-Shaff, J., Altman, W., & Stephenson, H. (2005). Asynchronous online discussions as a tool for learning: Students’ attitudes, expectations, and perceptions. Journal of Interactive Learning Research, 16, 409-430.

[14] Peng, H., Fitzgerald, G., & Semrau, L. (2000). Online conferencing: Variations on structure and participation. In J. Bourdeau & R. Heller (Eds.), Proceedings of Ed-Media 2000 World Conference on Educational Multimedia and Hypermedia, (pp.1677-1678).

[15] Richards, L. (1999). Using NVivo in qualitative research. Thousand Oaks, CA: Sage. Riedel, J., Fitzgerald, G., Leven, F., & Toenshoff, B. (2003). The design of computerized practice fields for problem solving and contextualized transfer. Journal of Educational Multimedia and Hypermedia, 12, 377-398.

[16] Vonderwell, S., & Zachariah, S. (2005). Factors that influence participation in online learning. Journal of Research on Technology in Education, 38(2), 213-230.

[17] Wang, F-K., & Bonk, C.J. (2001). A design framework for electronic cognitive apprenticeship. Journal of Asynchronous Learning Networks, 5, 131-151.

[18] Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks: Sage.

[19] Koury, K., Miller, K., Fitzgerald, G., & Tsai, H-H. (2006). Asynchronous

Enhancing Case-Based Learning in Teacher Education Through Online Discussions: Structure and Facilitation

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