Implementing Case-Based Instruction in Higher Education Through Technology: What Works Best? Article
Gail Fitzgerald, University of Missouri-Columbia, United States ; Kevin Koury, Katherine Mitchem, California University of Pennsylvania, United States ; Candice Hollingsead, Bethel College, United States ; Kevin Miller, Buffalo State College, United States ; Meeaeng Ko Park, University of Missouri-Columbia, United States ; Hui-Hsien Tsai, SUNY Empire State College, United States
Journal of Technology and Teacher Education Volume 17, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Chesapeake, VA
This paper reports findings from a two-year multi-site, multi-method naturalistic research project on the use of multimedia case instruction to prepare teachers for teaching students with emotional/behavioral disorders. Participants were 251 teacher education students across five universities. Independent variables included testing condition (pre versus post), course type, course content, prior teaching experience, type of instructional implementation used in case delivery, type of case discussions, and time working within the cases. Dependent variables included quality of content entered into concept maps, and the breadth of concept (nodes) and interconnectedness of concept (links) on concept maps. There were significant main effects of pre to post conceptual change for all dependent measures. Qualitative data provide a rich understanding of the study findings.
Fitzgerald, G., Koury, K., Mitchem, K., Hollingsead, C., Miller, K., Park, M.K. & Tsai, H.H. (2009). Implementing Case-Based Instruction in Higher Education Through Technology: What Works Best?. Journal of Technology and Teacher Education, 17(1), 31-63. Chesapeake, VA: Society for Information Technology & Teacher Education.
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