scholarly journals Using Web-Based, Group Communication Systems to Support Case Study Learning at a Distance

2002 ◽  
Vol 3 (2) ◽  
Author(s):  
Terry Anderson ◽  
Liam Rourke
Keyword(s):  
Distance Education ◽  
Communication Systems ◽  
Teaching And Learning ◽  
Group Communication ◽  
Relative Effectiveness ◽  
Web Based ◽  
Case Based Learning ◽  
Group Communication Systems ◽  
Case Based

<P class=abstract>This study explored the capacity of Web-based, group communication systems to support case-based teaching and learning. Eleven graduate students studying at a distance were divided into three groups to collaborate on a case study using either a synchronous voice, an asynchronous voice, or a synchronous text communication system. Participants kept a detailed log of the time they spent on various activities, wrote a 1,500-word reflection on their experience, and participated in a group interview. Analysis of these data reveals that each group supplemented the system that had been assigned to them with additional communication systems in order to complete the project. Each of these systems were used strategically: email was used to share files and arrange meetings, and synchronous voice systems were used to brainstorm and make decisions. Learning achievement was high across groups and students enjoyed collaborating with others on a concrete task. Keywords: Distance Education, Case-based Learning, Collaboration Software, Online Learning.</P> <P>The evidence in favour of case-based teaching and learning continues to mount (cf. Lundeberg, Levin, and Harrington, 1999). One interesting facet of this research suggests that group discussions are the active ingredient of case study learning. For on-campus students this is simple to arrange, but where does it leave students who are studying at a distance? Case studies are often used in distance education, but traditionally they have been implemented in an independent mode, with students reading a problem-centred or exemplary narrative in order to contemplate its central issues. This type of case-based teaching omits what may be the most important part of case-based pedagogy.</P> <P>Fortunately, a wide array of Web-based communication software exists that supports various types of communication at a distance, including text or voice, person-to-person or multi-person, and synchronous or asynchronous interaction. The relative effectiveness of these systems to support collaboration among students is an important issue to distance educators.</P>

scholarly journals Case-based Method and its Implementation in English for Medical Purposes

2021 ◽  
Vol 2 (2) ◽  
pp. 1-7
Author(s):  
Laely Hidayati
Keyword(s):  
Performance Indicators ◽  
Teaching And Learning ◽  
Performance Indicator ◽  
Case Method ◽  
Specific Setting ◽  
Study Implementation ◽  
Case Based Learning ◽  
Insight Into ◽  
Case Based

Abstract The case study or case-based technique has been widely employed in a variety of areas due to the tremendous benefits it provides for teaching and learning. The Indonesian government also encourages the use of the case method as one of the methods emphasized in the Key Performance Indicators of Higher Education (IKU) guidelines. This article presents a literature review of the case study by exploring the benefits and the challenges of implementing this method in the classroom. Besides, an alternative scenario of the case study implementation in English for Medical Purposes is also presented. It is hoped that this article will give insight into the implementation of the case method in a specific setting to help students learn English in a meaningful way. Keywords: Key Performance Indicator, Case-based Learning, English for Medical Purposes

scholarly journals Bringing Online Learning to Campus: The hybridization of teaching and learning at Brigham Young University

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Gregory L. Waddoups ◽  
Scott L. Howell
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Rapid Growth ◽  
Teaching And Learning ◽  
Church Membership ◽  
Educational Practices ◽  
Brigham Young University ◽  
Secular Education ◽  
Use Of Technology

The primary purpose of Brigham Young University (BYU) is to provide students with a combination of sacred and secular education often described as the “BYU experience.” Achieving this purpose is challenged by the rapid growth in Church membership and an enrollment cap of 30,000 students. To address these challenges, BYU sponsors the use of technology to bridge the gap between the increased Church membership and the number of students allowed under the enrollment caps. This institutional case study shows how these challenges have influenced the hybridization of teaching and learning for on campus (resident) and off campus (distance) students. It also describes how BYU has brought distance education to campus, and is beginning to bring campus-based educational practices to distance education.

scholarly journals Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Adrie A Koehler ◽  
Zui Cheng ◽  
Holly Fiock ◽  
Shamila Janakiraman ◽  
Huanhuan Wang
Keyword(s):  
Problem Solving ◽  
Online Discussions ◽  
Future Research ◽  
Case Based Learning ◽  
Multiple Case ◽  
Asynchronous Online Discussions ◽  
Expected Benefits ◽  
Problem Solving Process ◽  
Case Based

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.

scholarly journals Case-based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Lisa A. Vinney ◽  
Jennifer C. Friberg ◽  
Mary Smyers
Keyword(s):  
Cognitive Processing ◽  
Perspective Taking ◽  
Teaching And Learning ◽  
Independent Study ◽  
Metacognitive Awareness ◽  
Speech Language Pathology ◽  
Higher Level Thinking ◽  
Case Based Learning ◽  
Language Pathology ◽  
Case Based

This case study addressed the authors’ efforts to design an 8-week small-group independent study (IS) experience that facilitated undergraduate speech-language pathology students’ (n=19) higher-level thinking and overall metacognitive awareness. We hoped to encourage both in order to improve students’ overall cognitive growth while enhancing their reflection about and knowledge of professional perspectives regarding the assessment and treatment of laryngeal cancer. To take on this challenge, we combined case-based learning (CBL) and perspective-taking (PT) pedagogies across the IS. Students completed the Metacognitive Awareness Inventory (MAI) pre- and post-IS, and written reflections after each of eight weekly discussion meetings. The MAI was quantitatively analyzed, while reflections were qualitatively coded using Bloom’s taxonomy. Findings indicated that metacognitive awareness significantly improved and that higher-level cognitive processing was increasingly evidenced across students’ IS experience. Results indicate the potential to maximize metacognition and cognitive processing by combining CBL and PT by the methods used here. Applications of combined CBL and PT to other disciplines and teaching and learning situations will be discussed along with the implications of our findings.

Multidisciplinary Group Case-Based Learning Environment

2018 ◽  
pp. 262-277
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda ◽  
Achilleas Karayiannis
Keyword(s):  
Teaching And Learning ◽  
Core Element ◽  
Innovation And Technology ◽  
Case Based Learning ◽  
Market Opportunities ◽  
New Type ◽  
Multidisciplinary Group ◽  
The University ◽  
The Impact ◽  
Case Based

Technological, economic, and social developments represent dynamic changes for businesses across industries, creating opportunities for young entrepreneurs to build profitable companies. A key consideration relates to the need to recognize market opportunities and understand when and how to capitalize on them, whether starting a new type of business or growing on existing ideas; entrepreneurial thinking is a central attribute in cultivating an answer to this consideration. This chapter examines the impact of case-based learning introduced in a multidisciplinary undergraduate course, “Management of Innovation and Technology,” at the University of Nicosia. A core element in this process are the students' and lecturers' experiences, benefits, and challenges of cultivating entrepreneurial thinking. The findings can be useful for academics teaching entrepreneurship-related topics and seeking ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial thinking in their professional engagements.

Managing Case-Based Learning with Interactive Case Study Libraries

2010 ◽  
pp. 351-371
Author(s):  
Hao Jiang ◽  
John M. Carroll ◽  
Craig Ganoe
Keyword(s):  
Case Studies ◽  
Learning Management Systems ◽  
Learning Systems ◽  
Pedagogical Approach ◽  
Design And Implementation ◽  
Case Based Learning ◽  
Case Libraries ◽  
Interactive Case Study ◽  
Case Based

This chapter discusses a particular pedagogical methodology, case-based learning, and introduces an application that supports case studies. It suggests that authenticity, social interaction, community of practice, and resource accumulation are especially important for design and implementation of case-based learning systems. To make the arguments more vivid, the chapter also introduces a case study library that supports usability engineering education. Some of the suggestions are more related to case libraries or systems alike in particular, and some are valuable for learning management systems in general. The authors hope their study can invoke further research of computer-supported case studies in educational and CSCL communities, and more applications supporting this pedagogical approach will be developed.

Collaboration, Communication, and Learning in a Virtual Community

2008 ◽  
pp. 69-79
Author(s):  
Seungyeon Han ◽  
Janette R. Hill
Keyword(s):  
Collaborative Learning ◽  
Learning Communities ◽  
Communication Systems ◽  
Teaching And Learning ◽  
Virtual Community ◽  
Virtual Learning ◽  
Multiple Perspectives ◽  
Web Based ◽  
The World ◽  
Bulletin Boards

The use of the World Wide Web (Web) for teaching and learning in higher education has increased exponentially in the last five years. Traditional universities (e.g., MIT, University System of California) as well as “virtual universities” (e.g., Western Governors University, Kentucky Commonwealth Virtual University) have moved toward offering courses and degrees around the world. Web-driven communication systems have further increased the popularity of Web-based learning. Web-based course-management and communication systems (e.g., WebCT®, Ellumination®) are specifically aimed at using the Web to support students, instructors, and experts in communicating, sharing, and collaborating with each other in the process of learning. At present, almost any Web-based application may be labeled “collaborative.” Web technologies make possible many-to-many asynchronous and synchronous communication, enabling both time and/or place independence. Time and place independence are important because they offer online learning systems the opportunities to move from individualist modes of delivery to group-oriented interactive modes (Davies, 1995). However, Internet tools such as chat, bulletin boards, or e-mail do not organize the interactions for learning (Roschelle & Pea, 1999), nor were they designed for building and sharing collaborative knowledge. Without advanced pedagogical preparation, these applications may not contribute to collaborative learning. Web-based applications can be empowering, enabling collaborative learning among participants and facilitating the creation of virtual learning communities. However, the underlying theoretical framework to explain how collaborative learning or community building might occur in Web-based contexts does not yet exist. Further, there is little to no agreement amongst researchers related to fundamental concepts associated with virtual communities (e.g., collaboration, communication, or learning) (Lipponen, 2002; Pea, 1996). While this ambiguity can be disconcerting, it is also exciting, reflecting the diversity of emerging field and paradigm for teaching and learning in virtual environments. It is necessary to review this emerging field from multiple perspectives to clarify ambiguity and embrace diversity. Through these efforts, we may be able to suggest new ways of understanding virtual learning communities, exploring what we mean by collaboration, communication, and learning, and thus enable the forward movement of the field.

Practical and Case-Based Methods in Teaching and Learning

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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