Transforming Concept-Oriented Course to Case-Based e-Learning PROCEEDINGS
Hyeonjin Kim, The University of Georgia, United States ; Jeongwan Kang, Yonsei University College of Dentistry ; Ikseon Choi, The University of Georgia, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
While problem-based learning is known as innovative way for medical education, it requires a dramatic change at a curriculum level and a great deal of resources such as faculty, learning resources, cost, and teaching and learning time. Accordingly, an alternative approach is needed in smoothening this change process. We developed one pedagogically and practically sound approach,. This case-based e-learning environment for Anesthesiology is for a course level of change while holding many benefits of problem-based learning. In a process of designing and developing the case-based e-learning environment, it is crucial to select and design appropriate cases that not only embrace the existing content and instructional objectives but also enhance students' learning experience. In this paper, the process of transforming a traditional lecture-type course into a case-based e-learning environment by focusing on content analysis.
Kim, H., Kang, J. & Choi, I. (2004). Transforming Concept-Oriented Course to Case-Based e-Learning. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 98-103). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 21, 2018 from https://www.learntechlib.org/primary/p/11323/.
© 2004 Association for the Advancement of Computing in Education (AACE)
- Albanese, M.A., & Mitchell, S. (1993). Problembased learning: a review of literature on its outcomes and implementation issues. Academic Medicine, 68, 52 -81.
- Barrow, H. S. (1985). How to design a problem-based curriculum for the preclinical years. New York: Springer. Barrow, H. S. (1999). Two common concerns of medical teachers. In J. A. Rankin (Ed.), Handbook on problem-based learning (pp. 49 -54). New York: Forbes Custom Pub.
- Berkson, L. (1993). Problem-based learning: Have the expectations been met? Academic Medicine, 68, 79- 88. Bligh, J. (1999). Problem-based learning in medicine: An introduction. In J. A. Rankin (Ed.), Handbook on problem-based learning (pp. 3- 10). New York: Forbes Custom Pub.
- Bridges, E. M. (1992). Problem-based learning for administrators. Eugene, OR: ERIC Clearinghouse on Educational Management (ERIC Document Reproduction Service No. ED 347 617).
- Dolmans, D. H., Gijselaers, W. H., Schmidt, H. G., & Van der Meer, S. B. (1993). Problem effectiveness in a course using problem-based learning. Academic Medicine, 68, 207 - 213.
- Donner, R. S., & Bickley, H. (1999). Problem-based learning in American medical education. In J. A. Rankin (Ed.), Handbook on problem-based learning (pp. 11 -18). New York: Forbes Custom Pub.
- Finucane, P. M., Johnson, S. M., & Prideaux, D. J. (1998). Problem-based learning: its rationale and efficacy. Medical Journal of Australia, 168, 445- 448.
- Gery, G. J. (1991). Electronic performance support systems: How and why to remake the workplace through the strategic applicaton of technology. Tolland, MA: Gery Performance Press.
- Holmes, D. B., & Kaufman, D. M. (1999). Tutoring in problem-based learning: A teacher development process. In J. A. Rankin (Ed.), Handbook on problem-based learning (pp. 55 -67). New York: Forbes Custom Pub.
- Hung, W., Bailey, J. H., & Jonassen, D. H. (2003). Exploring the tensions of problem-based learning: Insights from research. New directions for teaching and learning, 95, 13- 22.
- Vernon, D. T., & Blake, R. L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68, 550 -556.
- Williams, S. M. (1992). Case-based instruction into context: Examples from legal and medical Education. Journal of the Learning Sciences, 2 (4), 367 -427
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.