A Case-Based Learning Environment Design for Real-World Classroom Management Problem Solving

Asynchronous discussions are typically considered an essential aspect of online case-based learning. While instructors implement discussions to support a variety of instructional purposes during case-based learning (e.g., facilitate students’ sense making, prompt the consideration of diverse perspectives, debate complex topics), whether students receive the expected benefits is unclear, and little research has considered how students intentionally participate in discussions to support their learning during case-based learning. At the same time, students’ participation in asynchronous online discussions represents a complex endeavor. That is, students must make several decisions regarding how to effectively participate, while simultaneously experiencing several challenges. The purpose of this exploratory multiple-case study was to consider the experiences of six graduate students participating in asynchronous online discussions as a part of a case-based course. By analyzing these experiences, we were able to conceptualize students’ navigation of an asynchronous online discussion as a problem-solving process and consider individual problem-solving approaches. Results indicate that students relied primarily on instructors to determine the purpose of their discussion participation, expressed differing levels of value for participating in discussions, adopted a variety of strategies to meet discussion participation goals, and assessed their participation efforts mainly based on guidelines set by the instructor. We offer suggestions for effectively designing and facilitating asynchronous online discussions and discuss areas needing future research.

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Teaching Reform in the Network IT Environment

Applied Mechanics and Materials ◽

10.4028/www.scientific.net/amm.278-280.2103 ◽

2013 ◽

Vol 278-280 ◽

pp. 2103-2106

Author(s):

Hai Feng Chang ◽

Yu Long Dong ◽

Jia Jun Liu

Keyword(s):

Information Technology ◽

Instructional Design ◽

Learning Environment ◽

Learning Needs ◽

Environment Design ◽

Design Strategies ◽

Teaching Resources ◽

Network Information ◽

Learning Environment Design ◽

Good Learning

[Purpose] The paper aims to explore instructional design of the structure under the web-based environment, as well as the similarities and differences with the traditional instructional design; with its teaching resources，methods and students' ability to develop design strategies. [Method]Through the introduction of systems analysis and experimental control and from the network hardware environment, resources, environment and cultural environment the network learning environment design is brought forth. [Results]The results show that the network environment, information technology, instructional design, which are based on the learner and the teaching process for the study, aims to achieve a good learning environment, to organize the various elements; to form an ordered system; particularly to emphasis on learning characteristics and learning needs analysis of the measurement, to focus on the design of learning environments and “communication-oriented” classroom activities. [Conclusions] This instructional design under network information technology environment is a very important significance for a variety effective learning activities, for students to stimulate motivation to learn.

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Practical and Case-Based Methods in Teaching and Learning

10.4018/978-1-7998-8032-5.ch008 ◽

2022 ◽

pp. 148-179

Author(s):

Laura Elizabeth Hand

Keyword(s):

Active Learning ◽

Learning Environment ◽

Teaching And Learning ◽

Communicative Language Teaching ◽

Experiential Knowledge ◽

The Us ◽

Case Based Learning ◽

Environmental Adaptability ◽

Teaching Learning ◽

Case Based

This chapter (re)introduces practical learning methods to the reader. Focusing on multimodality, authenticity, engagement, and environmental adaptability, this chapter breaks down practicality in a rapidly changing learning environment and provides a brief overview of three practical approaches. Combining industry-developed knowledge of agile strategies with experiential knowledge of frontline, metric-driven innovations in teaching, learning, and eLearning, this chapter also showcases blueprints for establishing a sustainable foundation for the growing architecture of eLearning in the US and internationally. The chapter is designed to model the chapter's content for the reader, actively involving readers across modalities in the processes of refining an understanding of practical methods and approaches, including (1) case-based learning, (2) active learning, and (3) communicative learning (as a corollary to communicative language teaching).

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Case-Based Learning and Problem Solving in an Adaptive Web-Based Learning System

Curriculum, Plans, and Processes in Instructional Design ◽

10.4324/9781410610560-25 ◽

2004 ◽

pp. 367-382

Keyword(s):

Problem Solving ◽

Learning System ◽

Web Based ◽

Web Based Learning ◽

Case Based Learning ◽

Case Based

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New Communication Technologies' Influence on Distance Education (DE) Environments

Identification, Evaluation, and Perceptions of Distance Education Experts - Advances in Mobile and Distance Learning ◽

10.4018/978-1-4666-8119-4.ch007 ◽

2015 ◽

pp. 89-105

Author(s):

Murat Ertan Dogan

Keyword(s):

Distance Education ◽

Distance Learning ◽

New Media ◽

Learning Environment ◽

Communication Technologies ◽

Environment Design ◽

Media Technology ◽

Main Driver ◽

Learning Environment Design ◽

Distance Learning Environment

This chapter considers the influence of communication technologies and new media technology through the new trend of distance learning environment design. The new communication technologies like Web 2.0 applications involve information sharing and collaboration between users. These technologies bring the informal communication and learning styles to the forefront. Under favor of the new communication technologies' enabled networking, the main driver for the learning process is shifting from instructor-centered approaches to carefully designed learner experiences with robust interactions between learners and content. In this sense, the chapter also explores the role of academics and media professionals as distance-learning leaders and distance education experts through this transitional stage. The chapter focuses on how distance education experts take part in distance learning environment design and what the main skills for distance education experts as leaders, instructors, and designers in the age of networks are, through the discussions of theoretical approaches.

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