Implementing Case-Based Instruction in Higher Education Through Technology: What Works Best?
Gail Fitzgerald, University of Missouri-Columbia, United States ; Kevin Koury, Katherine Mitchem, California University of Pennsylvania, United States ; Candice Hollingsead, Bethel College, United States ; Kevin Miller, Buffalo State College, United States ; Meeaeng Ko Park, University of Missouri-Columbia, United States ; Hui-Hsien Tsai, SUNY Empire State College, United States
Journal of Technology and Teacher Education Volume 17, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This paper reports findings from a two-year multi-site, multi-method naturalistic research project on the use of multimedia case instruction to prepare teachers for teaching students with emotional/behavioral disorders. Participants were 251 teacher education students across five universities. Independent variables included testing condition (pre versus post), course type, course content, prior teaching experience, type of instructional implementation used in case delivery, type of case discussions, and time working within the cases. Dependent variables included quality of content entered into concept maps, and the breadth of concept (nodes) and interconnectedness of concept (links) on concept maps. There were significant main effects of pre to post conceptual change for all dependent measures. Qualitative data provide a rich understanding of the study findings.
Fitzgerald, G., Koury, K., Mitchem, K., Hollingsead, C., Miller, K., Park, M.K. & Tsai, H.H. (2009). Implementing Case-Based Instruction in Higher Education Through Technology: What Works Best?. Journal of Technology and Teacher Education, 17(1), 31-63. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2009 Society for Information Technology & Teacher Education
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Simon Wong, aHong Kong Community College, The Hong Kong Polytechnic University, Hong Kong; Adam Wong, bSchool of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong; John Yeung, Data Science Academy, Hong Kong
Journal of Interactive Learning Research Vol. 30, No. 1 (2019) pp. 45–64
The Effects of Applying a VCS System on Pre-Service Teachers’ Competencies for Technology Integration
Ya-Fung Chang & Chia-Ling Hsu, Graduate Institute of Curriculum and Instruction, Tamkang University, Taiwan
Global Learn 2010 (May 17, 2010) pp. 1394–1401
Instructional Support for Case-Based Learning with Digital Videos: Fostering Pre-Service Teachers’ Acquisition of the Competency to Diagnose Pedagogical Situations
Annika Goeze, University of Tuebingen, Germany; Jan Zottmann, University of Munich, Germany; Josef Schrader, University of Tuebingen, Germany; Frank Fischer, University of Munich, Germany
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1098–1104
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