Designing Technology-Mediated Case Learning in Higher Education: A Global Perspective

Description

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. 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