Case-based Instruction in Different Delivery Contexts: The Impact of Time in Cases

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Koury, K., Hollingsead, C., Fitzgerald, G., Miller, K., Mitchem, K., Tsai, H.H. & Zha, S. (2009). Case-based Instruction in Different Delivery Contexts: The Impact of Time in Cases. Journal of Interactive Learning Research, 20(4), 445-467. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29337.

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Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 20, Issue 4, October 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JILR

Authors

Kevin Koury, California University of Pennsylvania, United States; Candice Hollingsead, Northern State University, United States; Gail Fitzgerald, University of Missouri, United States; Kevin Miller, Buffalo State College, United States; Katherine Mitchem, California University of Pennsylvania, United States; Hui-Hsien Tsai, SUNY Empire State College, United States; Shenghua Zha, James Madison University, United States

Abstract

The focus of this article is a mixed methods naturalistic research project investigating the relationship between learners’ time working within multimedia cases and learners’ outcomes. Research was conducted across multiple delivery contexts in four universities. Participants were undergraduate and graduate teacher education students completing general or special education certifications and/or degrees. Dependent variables included concept map scores pre to post differences – pre on quality of concept (conceptual change) and post only on quality of concept, quantity of nodes (depth) and links (breadth) – and total time in the cases. Analysis of variance comparing independent variables of course type (graduate versus undergraduate) and course content (general versus special education) indicates general education teacher trainees benefited less than their special education counterparts. Pearson regression analysis showed time within cases predicted quality concept map difference scores as well as post only node, link, and quality concept map scores for all groups except undergraduate special education trainees (negative correlations). Qualitative data included participant interviews, researcher and participant concept map analysis, and content of online discussions. Emerging themes included a conceptualization of multiple perspectives and problem solving models, an appreciation for and purposes of teamwork, and awareness of process and applications involving services.

Keywords

• Teachers
• Cognition
• Instructional Materials
• Learning Outcomes
• Multimedia

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