This book collects case studies in design and application of technology-mediated case-based learning models in higher education. It provides a much-needed, updated synthesis of recent research and application of technology-mediated case-based learning across disciplines within higher education. The book does not only provide a broad perspective and deep understanding on the designs and instructional applications of technology-mediated case-based learning models, but also inspire more interest in adopting or inventing new situated case-based learning models in the context of higher education.
Author(s): Choon Lang Gwendoline Quek, Qiyun Wang
Publisher: Springer
Year: 2023
Language: English
Pages: 242
City: Singapore
Foreword
Preface
Introduction
Contents
Part I Theoretical and Historical Perspective of CBL
1 Research-Based Principles for Case-Based Learning for Teachers’ Professional Development
Theoretical Assumptions of Case-Based Learning in Teacher Education
Literature Review Search
Case-Based Learning Principles
Instructional Design
Video for Case-Based Learning
CBL and Reflection
Contextualising CBL
Methods of Inquiry
Future Directions for Research
Conclusion
References
2 The Case Method and Technology: Applying the Seven Principles for Good Practice in Undergraduate Education in a Business School Course
Introduction
A Case Study: DAO1704 Decision Analytics Using Spreadsheets
The Case Method
The Case Method, Technology, and the Seven Principles of Good Practice
Conclusion
References
3 Linking Theory to Practice: Case-Based Learning in Health Professions Education
Introduction
Characteristics of CBL
Development and Implementation of CBL
CBL and Problem-Based Learning (PBL)
Effectiveness of CBL in Health Professions Education
Learning Outcomes
Teacher and Student Perceptions of CBL
Learning Skills Development
Online CBL in HPE
Discussion and Summary
References
4 Historical and Theoretical Foundations of Case-Based Learning: Situated Cognition and Collaborative Learning Theory
Introduction
How It All Started: A Brief History of Case-Based Learning in Higher Education
Definition of Case-Based Learning
Cases
Case Method
Educational Theories that Support CBL: Situated Cognition and Collaborative Learning Theory
Situated Cognition Theory
Situated Learning
Legitimate Peripheral Participation
Implications for Case-Based Learning
SCT and Implications for Design
Use of Multimedia
Scaffolding
The Zone of Proximal Development (ZPD)
Cases in CBL
Collaborative Learning Theory
Case-Based Learning in Accordance with Collaborative Learning Theory
Scaffolding in Collaborative Case-Based Learning
Benefits of Case-Based Learning
Relevant Case-Based Learning Practices in Taiwan
Use of Technology-Mediated Case-Based Learning
Discussion and Conclusion
References
Part II Examples of Technology-Mediated CBL Environments
5 Case-Based Online Learning Environments for Teachers in South Korea
Introduction
Three Approaches to Case-Based Learning
Case-Based Instruction
Case Library as Resource
Community of Practice
Case-Based Online Learning Environments in South Korea
Korea Open CourseWare (KOCW)
EDUNET
Indischool
Discussion
Conclusion
References
6 The Development of Technology-Mediated Case-Based Learning in China
Introduction
Technology-Mediated Case-Based Instruction in Higher Education: Research Scope
Video-Based Instruction in Higher Education
Theories of Video-Based Instruction
The Practice of Video-Based Instruction
Internet-Mediated Case-Based Instruction in Higher Education
The Study of Online Case-Based Instruction
Online Case-Based Instruction and Distance Education
Intelligent-System-Mediated Case-Based Instruction in Higher Education
Application of Intelligent Systems in the Selection and Updating of Cases
Evaluation of Learners
Instruction to Cases (Zheng, 2011)
Course: Reflection Ability Training for Pre-service Teachers Using Case-Based Instruction
Course Implementation
Differences, Merits, Problems and Way Forward for Technology Supported Case-Based Instruction
Differences Among Three Technology-Mediated Case-Based Instruction
Merits of Technology Supported Case-Based Instruction
Problems of Technology Supported Case-Based Instruction
Way Forward for Technology Supported Case-Based Instruction
References
7 Teachers’ Learning of Classroom Management Using Teacher-Generated Wiki Cases
Introduction
Literature Review
Case-Based Learning
Technology-Enhanced Case-Based Learning
Using Case-Based Learning to Support Beginning Teachers’ Classroom Management
Designing Online Learning Environments for Case-Based Learning
A Case Study of Teacher Perceptions of Wikis for Their Learning of Classroom Management
Perceptions of Technical Affordance
Perceptions of Social Affordance
Perceptions of Pedagogical Affordance
Teacher Perceptions of Peer Influence in Wiki Case-Based Learning
Recent Advancements in Case-Based Learning
Future Directions for Teacher-Generated Case-Based Learning in Singapore
Policy
Teacher Education
Further Research
References
8 Technology-Mediated Case-Based Learning for Equity in Teacher Education: Design and Implementation from a Sociocultural Lens
Overview
Opportunities and Challenges to Equity in TMCBL for Teacher Education: Rightful Presence
Considerations for Equity in Teacher Education
Considerations for Equity in Case-Based Learning
Considerations for Equity in Technology-Mediated Learning
Central Questions for Rightful Presence in TMCBL in Teacher Education
Case Study: Infrastructuring for Participatory Design of Technology-Mediated School Technology Practices with Students
Case Study Background
Research and Design Process
Case Study Design Outcomes
Case Study Questions and Analysis
Case Study Findings
Case Study Conclusions
Implications for TMCBL in Teacher Education
Future Directions
References
9 Learning Analytics to Unveil Design and Learning Strategies in Video Lectures
Background
Design for Video Lectures
Instructor Presence in Video Lectures
Embodiment in Video Lectures
Learning Strategies in Video Lectures
Theory
Evidence
Implications
Conclusion
References
10 Engaging Pre-service Teachers in Technology-Enabled Case-Based Learning in an Undergraduate Course
Introduction
Literature Review
Learning Engagement in Online Learning
Competencies in Classroom Management
Technology-Enabled Case-Based Learning
Research Context
Data Collection and Analysis
Data Sampling and Collection
Data Analysis
Technology-Enabled Case-Based Learning and Learning Engagement
Behavioral Engagement
Emotional Engagement
Cognitive Engagement
Affordances and Impacts of Technology-Enabled Case-Based Learning
Key Affordances of Technology-Enabled Case-Based Learning
Impacts of Technology-Enabled Case-Based Learning on Student Engagement
Effects of Technology-Enabled Case-Based Learning on the Preparation of Future Teaching
Conclusion
Appendix 1 ZOOM Channel
Appendix 2 ZOOM Channel 2
References
Part III Design for Online Learning
11 Designing Technology-Mediated Case-Based Learning and the Orchestration of Cognitive, Technological and Affective Skills
Introduction
Case-Based Learning in an Undergraduate e-Business Course
Enabling Interventions
Scripts: Coordinating Virtual Case Discussions
Scaffolds: Facilitating Critical Thinking
Affordances: Enabling Social Presence
Monitoring: Analyzing Case-Based Learning
Recording Online, Group Sessions: Audio, PowerPoint and Whiteboard
Content Analysis: Explaining Streams of Activities
Interviews: Understanding Localized Conceptions of Online Meetings
Conclusions: Towards Near-Term Course Adaptations
References
12 Design for Online Case-Based Learning Environments
Introduction
A Conceptual Framework for Designing Online Case-Based Learning Environments
Pedagogical Design
Relevant Learning Theories
Pedagogical Approaches
Key Pedagogical Design Components to Consider
Social Design
Technical Design
Context
Specific Considerations for Designing Case-Based Learning Environments
Educational Design Research
The Process of Educational Design Research
Preliminary Research
Prototyping
Assessment
Quality Criteria for Interventions
The Yield of Educational Design Research
Concluding Remarks
References
13 Planning and Facilitating Case-Based Learning in Online Settings
Introduction
Literature Review
Instructor Roles in CBL
Ill-Structured Problem Solving
CBL in Online Settings
Facilitating Case-Based Learning in Online Settings
Articulate the Problem Space to Be Addressed During the CBL Experience
Identify and Consider Different Approaches to Format the Experience and to Support and Engage Learners
Generate Appropriate Learning Activities that Align with the Articulated Problem Space
Implement and Monitor Selected Learning Activities
Evaluate, Reflect on, and Adapt the CBL Experience
Conclusion
References
Index
