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Implementing Case-Based Instruction in Higher Education Through Technology: What Works Best?
Article

, University of Missouri-Columbia, United States ; , , California University of Pennsylvania, United States ; , Bethel College, United States ; , Buffalo State College, United States ; , University of Missouri-Columbia, United States ; , 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

Abstract

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.

Citation

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. Retrieved April 18, 2019 from .

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Cited By

  1. 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

  2. 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

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.