Case-based tutoring systems for procedural problem solving on the www

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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Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format

Journal of Teacher Education ◽

10.1177/0022487118755701 ◽

2018 ◽

Vol 70 (4) ◽

pp. 319-334 ◽

Cited By ~ 1

Author(s):

Adrie A. Koehler ◽

Peggy A. Ertmer ◽

Timothy J. Newby

Keyword(s):

Preservice Teachers ◽

Problem Solving ◽

Class Discussion ◽

Problem Solving Skills ◽

Cognitive Levels ◽

Design Skills ◽

Based Instruction ◽

The Impact ◽

Active Facilitator ◽

Case Based

For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussion facilitation strategies on the development of preservice teachers’ problem-solving skills. Specifically, two discussion formats were compared: instructor-facilitated (class discussions guided by instructor-crafted prompts and an active facilitator) and instructor-supported (discussions guided by instructor-crafted prompts only). Results indicated that while preservice teachers’ problem-solving skills improved in both sections of the course, individuals in the instructor-facilitated section demonstrated significantly higher scores on course activities and designed instructional activities at higher cognitive levels compared with preservice teachers who participated in the instructor-supported discussions. Results underscore the importance of an active facilitator in CBI.

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A Blackboard Architecture to Support Case-Based Reasoning in Mechanical Design

18th Design Automation Conference: Volume 1 — Optimum Design, Manufacturing Processes, and Concurrent Engineering ◽

10.1115/detc1992-0138 ◽

1992 ◽

Author(s):

Theodore Bardsz ◽

Ibrahim Zeid

Keyword(s):

Problem Solving ◽

Engineering Design ◽

Mechanical Design ◽

Maximum Amount ◽

Design Solution ◽

Case Based Reasoning ◽

Design Problems ◽

Engineering Design Problems ◽

Design Plan ◽

Case Based

Abstract One of the most significant issues in applying case-based reasoning (CBR) to mechanical design is to integrate previously unrelated design plans towards the solution of a new design problem. The total design solution (the design plan structure) can be composed of both retrieved and dynamically generated design plans. The retrieved design plans must be mapped to fit the new design context, and the entire design plan structure must be evaluated. An architecture utilizing opportunistic problem solving in a blackboard environment is used to map and evaluate the design plan structure effectively and successfuly. The architecture has several assets when integrated into a CBR environment. First, the maximum amount of information related to the design is generated before any of the mapping problems are addressed. Second, mapping is preformed as just another action toward the evaluation of the design plan. Lastly, the architecture supports the inclusion of memory elements from the knowledge base in the design plan structure. The architecture is implemented using the GBB system. The architecture is part of a newly developed CBR System called DEJAVU. The paper describes DEJAVU and the architecture. An example is also included to illustrate the use of DEJAVU to solve engineering design problems.

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