Case-based e-learning to improve the attitude of medical students towards occupational health, a randomised controlled trial.

PubMed

Smits, P B A; de Graaf, L; Radon, K; de Boer, A G; Bos, N R; van Dijk, F J H; Verbeek, J H A M

2012-04-01

Undergraduate medical teaching in occupational health (OH) is a challenge in universities around the world. Case-based e-learning with an attractive clinical context could improve the attitude of medical students towards OH. The study question is whether case-based e-learning for medical students is more effective in improving knowledge, satisfaction and a positive attitude towards OH than non-case-based textbook learning. Participants, 141 second year medical students, were randomised to either case-based e-learning or text-based learning. Outcome measures were knowledge, satisfaction and attitude towards OH, measured at baseline, directly after the intervention, after 1 week and at 3-month follow-up. Of the 141 participants, 130 (92%) completed the questionnaires at short-term follow-up and 41 (29%) at 3-month follow-up. At short-term follow-up, intervention and control groups did not show a significant difference in knowledge nor satisfaction but attitude towards OH was significantly more negative in the intervention group (F=4.041, p=0.047). At 3-month follow-up, there were no significant differences between intervention and control groups for knowledge, satisfaction and attitude. We found a significant decrease in favourable attitude during the internship in the experimental group compared with the control group. There were no significant differences in knowledge or satisfaction between case-based e-learning and text-based learning. The attitude towards OH should be further investigated as an outcome of educational programmes.

A Case-Based Approach Increases Student Learning Outcomes and Comprehension of Cellular Respiration Concepts

ERIC Educational Resources Information Center

Rybarczyk, Brian J.; Baines, Antonio T.; McVey, Mitch; Thompson, Joseph T.; Wilkins, Heather

2007-01-01

This study investigated student learning outcomes using a case-based approach focused on cellular respiration. Students who used the case study, relative to students who did not use the case study, exhibited a significantly greater learning gain, and demonstrated use of higher-order thinking skills. Preliminary data indicate that after engaging…

Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry

NASA Astrophysics Data System (ADS)

Çam, Aylin; Geban, Ömer

2011-02-01

The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed chemistry instruction on eleventh grade students' epistemological beliefs and their attitudes toward chemistry as a school subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes of an urban high school instructed with same teacher. Each teaching method was randomly assigned to one class. The experimental group received case-based learning and the control group received traditional instruction. At the experimental group, life cases were presented with small group format; at the control group, lecturing and discussion was carried out. The results showed that there was a significant difference between the experimental and control group with respect to their epistemological beliefs and attitudes toward chemistry as a school subject in favor of case-based learning method group. Thus, case base learning is helpful for development of students' epistemological beliefs and attitudes toward chemistry.

Productive Learning Practice--A Theoretical Discussion Based on Two Cases

ERIC Educational Resources Information Center

Lillejord, Solvi; Dysthe, Olga

2008-01-01

In this article, we frame "productive learning" in a sociocultural perspective to show how it ties into a cluster of concepts on activity and transformation and illuminates the relation between learning processes and learning products. Based on two case studies, we argue that understanding learning as action entails developing the students'…

Developing effective web-based regional anesthesia education: a randomized study evaluating case-based versus non-case-based module design.

PubMed

Kopp, Sandra L; Smith, Hugh M

2011-01-01

Little is known about the use of Web-based education in regional anesthesia training. Benefits of Web-based education include the ability to standardize learning material quality and content, build appropriate learning progressions, use interactive multimedia technologies, and individualize delivery of course materials. The goals of this investigation were (1) to determine whether module design influences regional anesthesia knowledge acquisition, (2) to characterize learner preference patterns among anesthesia residents, and (3) to determine whether learner preferences play a role in knowledge acquisition. Direct comparison of knowledge assessments, learning styles, and learner preferences will be made between an interactive case-based and a traditional textbook-style module design. Forty-three Mayo Clinic anesthesiology residents completed 2 online modules, a knowledge pretest, posttest, an Index of Learning Styles assessment, and a participant satisfaction survey. Interscalene and lumbar plexus regional techniques were selected as the learning content for 4 Web modules constructed using the Blackboard Vista coursework application. One traditional textbook-style module and 1 interactive case-based module were designed for each of the interscalene and lumbar plexus techniques. Participants scored higher on the postmodule knowledge assessment for both of the interscalene and lumbar plexus modules. Postmodule knowledge performance scores were independent of both module design (interactive case-based versus traditional textbook style) and learning style preferences. However, nearly all participants reported a preference for Web-based learning and believe that it should be used in anesthesia resident education. Participants did not feel that Web-base learning should replace the current lecture-based curriculum. All residents scored higher on the postmodule knowledge assessment, but this improvement was independent of the module design and individual learning styles. Although residents believe that online learning should be used in anesthesia training, the results of this study do not demonstrate improved learning or justify the time and expense of developing complex case-based training modules. While there may be practical benefits of Web-based education, educators in regional anesthesia should be cautious about developing curricula based on learner preference data.

Use of Case-Based or Hands-On Laboratory Exercises with Physiology Lectures Improves Knowledge Retention, but Veterinary Medicine Students Prefer Case-Based Activities

ERIC Educational Resources Information Center

McFee, Renee M.; Cupp, Andrea S.; Wood, Jennifer R.

2018-01-01

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and…

Is Case-Based Learning an Effective Teaching Strategy to Challenge Students' Alternative Conceptions regarding Chemical Kinetics?

ERIC Educational Resources Information Center

Yalcinkaya, Eylem; Tastan-Kirik, Ozgecan; Boz, Yezdan; Yildiran, Demet

2012-01-01

Background: Case-based learning (CBL) is simply teaching the concept to the students based on the cases. CBL involves a case, which is a scenario based on daily life, and study questions related to the case, which allows students to discuss their ideas. Chemical kinetics is one of the most difficult concepts for students in chemistry. Students…

The Effects of Instructional Implementation on Learning with Interactive Multimedia Case-Based Instruction

ERIC Educational Resources Information Center

Mitchem, Katherine; Koury, Kevin; Fitzgerald, Gail; Hollingsead, Candice; Miller, Kevin; Tsai, Hui-Hsien; Zha, Shenghua

2009-01-01

Interactive, multimedia cases with technology supports present new ways of teaching and learning in teacher education. In this mixed-methods, naturalistic study, the authors investigate how and what participants learn from multimedia cases and, in particular, how instructional implementation affects learning outcomes from multimedia cases.…

Designing for Diverse Learning: Case Study of Place-Based Learning in Design and Technologies Pre-Service Teacher Education

ERIC Educational Resources Information Center

Best, Marnie; MacGregor, Denise; Price, Deborah

2017-01-01

Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with…

Implementing a Case-Based E-Learning Environment in a Lecture-Oriented Anaesthesiology Class: Do Learning Styles Matter in Complex Problem Solving over Time?

ERIC Educational Resources Information Center

Choi, Ikseon; Lee, Sang Joon; Kang, Jeongwan

2009-01-01

This study explores how students' learning styles influence their learning while solving complex problems when a case-based e-learning environment is implemented in a conventional lecture-oriented classroom. Seventy students from an anaesthesiology class at a dental school participated in this study over a 3-week period. Five learning-outcome…

Learning outcomes of "The Oncology Patient" study among nursing students: A comparison of teaching strategies.

PubMed

Roca, Judith; Reguant, Mercedes; Canet, Olga

2016-11-01

Teaching strategies are essential in order to facilitate meaningful learning and the development of high-level thinking skills in students. To compare three teaching methodologies (problem-based learning, case-based teaching and traditional methods) in terms of the learning outcomes achieved by nursing students. This quasi-experimental research was carried out in the Nursing Degree programme in a group of 74 students who explored the subject of The Oncology Patient through the aforementioned strategies. A performance test was applied based on Bloom's Revised Taxonomy. A significant correlation was found between the intragroup theoretical and theoretical-practical dimensions. Likewise, intergroup differences were related to each teaching methodology. Hence, significant differences were estimated between the traditional methodology (x-=9.13), case-based teaching (x-=12.96) and problem-based learning (x-=14.84). Problem-based learning was shown to be the most successful learning method, followed by case-based teaching and the traditional methodology. Copyright © 2016 Elsevier Ltd. All rights reserved.

Enhancing Large-Group Problem-Based Learning in Veterinary Medical Education.

ERIC Educational Resources Information Center

Pickrell, John A.

This project for large-group, problem-based learning at Kansas State University College of Veterinary Medicine developed 47 case-based videotapes that are used to model clinical conditions and also involved veterinary practitioners to formulate true practice cases into student learning opportunities. Problem-oriented, computer-assisted diagnostic…

Do Expert Clinical Teachers Have a Shared Understanding of What Constitutes a Competent Reasoning Performance in Case-Based Teaching?

ERIC Educational Resources Information Center

Gauthier, Geneviève; Lajoie, Susanne P.

2014-01-01

To explore the assessment challenge related to case based learning we study how experienced clinical teachers--i.e., those who regularly teach and assess case-based learning--conceptualize the notion of competent reasoning performance for specific teaching cases. Through an in-depth qualitative case study of five expert teachers, we investigate…

Case Studies for School Administrators: Managing Change in Education.

ERIC Educational Resources Information Center

Benham, Maenette K. P. Ah Nee

This book examines case-based learning in educational leadership courses, discusses case-based learning as an educational tool, exemplifies methods of writing a case study, and contains 14 case-studies by teachers and administrators. "Stakeholders in a House of Cards," by Audrey Burgher, discusses integrating technology with innovation.…

DPT Student Perceptions of the Physical Therapist Assistant's Role: Effect of Collaborative Case-Based Learning Compared to Traditional Content Delivery and Clinical Experience.

PubMed

Colgrove, Yvonne M; VanHoose, Lisa D

2017-01-01

Doctor of physical therapy (DPT) student learning about role delineation of physical therapist assistants (PTAs) is essential to ethical and legal practice. Survey assessment of three DPT student cohorts compared collaborative interprofessional case-based learning with PTA students to traditional curriculum delivery strategies. Control cohorts were assessed one time. The intervention group was assessed pre-intervention, immediately post-intervention, and after completing a full-time clinical experience. The case-based learning covered 46% of survey content, allowing for the assessment of content-specific material and potential learning through collaboration. Following the educational intervention, the intervention group improved significantly in areas inside and outside the case-based study content, outscoring both control groups on 25-34% of the survey items. Following the clinical experience, the intervention group declined answer accuracy for patient evaluation and treatment implementation, suggesting unlearning. Improvement in the administrative section was observed after the clinical experience. Perceptions of the tasks within the PTA role were diminished while tasks outside the scope of practice appeared clarified following the clinical experience. While case-based collaborative intraprofessional learning proves effective in student learning about the PTA role, changes following the clinical experience raise questions about the influence of the clinical environment on learning and the practical application of recently learned knowledge.

Online Collaborative Learning in a Project-Based Learning Environment in Taiwan: A Case Study on Undergraduate Students' Perspectives

ERIC Educational Resources Information Center

Zhang, Ke; Peng, Shiang Wuu; Hung, Jui-long

2009-01-01

This case study investigated undergraduate students' first experience in online collaborative learning in a project-based learning (PBL) environment in Taiwan. Data were collected through interviews of 48 students, instructor's field notes, researchers' online observations, students' online discourse, and group artifacts. The findings revealed…

Case-Based Modeling for Learning: Socially Constructed Skill Development

ERIC Educational Resources Information Center

Lyons, Paul; Bandura, Randall P.

2018-01-01

Purpose: Grounded on components of experiential learning theory (ELT) and self-regulation of learning (SRL) theory, augmented by elements of action theory and script development, the purpose of this paper is to demonstrate the case-based modeling (CBM) instructional approach that stimulates learning in groups or teams. CBM is related to individual…

Evaluation of an Interactive Case-Based Online Network (ICON) in a Problem Based Learning Environment

ERIC Educational Resources Information Center

Nathoo, Arif N.; Goldhoff, Patricia; Quattrochi, James J.

2005-01-01

Purpose: This study sought to assess the introduction of a web-based innovation in medical education that complements traditional problem-based learning curricula. Utilizing the case method as its fundamental educational approach, the Interactive Case-based Online Network (ICON) allows students to interact with each other, faculty and a virtual…

Combining Adaptive Hypermedia with Project and Case-Based Learning

ERIC Educational Resources Information Center

Papanikolaou, Kyparisia; Grigoriadou, Maria

2009-01-01

In this article we investigate the design of educational hypermedia based on constructivist learning theories. According to the principles of project and case-based learning we present the design rational of an Adaptive Educational Hypermedia system prototype named MyProject; learners working with MyProject undertake a project and the system…

Collaborative, case-based learning: how do students actually learn from each other?

PubMed

Thurman, Joanne; Volet, Simone E; Bolton, John R

2009-01-01

The value of collaborative, case-based, and problem-based learning has received increased attention in recent years. Several studies have documented veterinary staff and students' generally positive feedback on group learning activities, but one largely unaddressed question is how students actually learn from each other. This study examined how second-year veterinary students learned from each other during a collaborative, case-based learning project. Data were students' written reflections on their learning in the veterinary course and the specific learning experience, and a matched pre- and post-task questionnaire. Consistent with prior research describing veterinary students as individualistic learners, only a third of students spontaneously mentioned learning from each other as one of their most effective strategies. However, when prompted to describe a time when they felt that group members were really learning from each other, students reported highly valuable collaborative learning processes, which they explicitly linked to learning and understanding benefits. Questionnaire data were consistent, showing that students became more positive toward several aspects of the activity as well as toward group work in general. One unexpected finding was the lack of a relationship between students' self-evaluation of their learning and how well group members knew each other. These findings provide strong support for the educational value of collaborative, case-based learning. In light of other research evidence (using observation data) that the amount of time students actually engage in high-level collaborative processes may be rather limited, this article points to the need for veterinary teachers to better prepare students for group learning activities.

Participative Case Studies: Integrating Case Writing and a Traditional Case Study Approach in a Marketing Context

ERIC Educational Resources Information Center

Forman, Howard

2006-01-01

Case-based pedagogy is a valuable tool for applying business concepts and theories to organizational contexts. Traditional case-based pedagogy offers such learning opportunities. What this pedagogy lacks, however, is an element of real-time experiential learning opportunities. This research focuses on the advantages of incorporating a case-writing…

The Effects of Case-Based Team Learning on Students’ Learning, Self Regulation and Self Direction

PubMed Central

Rezaee, Rita; Mosalanejad, Leili

2015-01-01

Introduction: The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. Material & Methods: This is aquasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliablequestionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students’with points of view on educational methods. Results: The Results showed an increase in the students’ self directed learning based on their performance on the post-test. The results showed that the students’ self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students’ learning (p=0.003). Conclusion: This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students’ ’knowledge, but also the advancement of long- life learning skills. PMID:25946918

Case-Based Reasoning in Mixed Paradigm Settings and with Learning

DTIC Science & Technology

1994-04-30

Learning Prototypical Cases OFF-BROADWAY, MCI and RMHC -* are three CBR-ML systems that learn case prototypes. We feel that methods that enable the...at Irvine Machine Learning Repository, including heart disease and breast cancer databases. OFF-BROADWAY, MCI and RMHC -* made the following notable

Introduction and Evaluation of Case-Based Learning in the First Foundational Course of an Undergraduate Medical Curriculum

ERIC Educational Resources Information Center

Fortun, Jenny; Morales, Ana Cecilia; Tempest, Helen Ghislaine

2017-01-01

Case-based learning (CBL) has been proposed as an effective method to promote student knowledge and motivation. The timing and methods for implementation have varied among schools, and data regarding the effectiveness of this pedagogy compared to other learning modalities are inconclusive. We introduced five different cases in the first course of…

Adult Health Learning and Transformation: A Case Study of a Canadian Community-Based Program

ERIC Educational Resources Information Center

Coady, Maureen

2013-01-01

This article describes a case study of adult learning in a Canadian multisite Community Cardiovascular Hearts in Motion program. The researcher highlights the informal learning of 40 adult participants in this 12-week community-based cardiac rehabilitation/education program in five rural Nova Scotia communities. The effects of this learning and…

Project-Based Learning Communities in Developmental Education: A Case Study of Lessons Learned

ERIC Educational Resources Information Center

Butler, Alison; Christofili, Monica

2014-01-01

This case study tracks the application of project-based learning (PBL) during four separate college terms at Portland Community College in Portland, Oregon. Each term follows a different learning community of first-term college students enrolled in a program of developmental education (DE), reading, writing, math, and college survival and success…

Charting Collective Knowledge: Supporting Self-Regulated Learning in the Workplace

ERIC Educational Resources Information Center

Littlejohn, Allison; Milligan, Colin; Margaryan, Anoush

2012-01-01

Purpose: This study aims to outline an approach to improving the effectiveness of work-based learning through knowledge creation and enhancing self-regulated learning. The paper presents a case example of a novel approach to learning through knowledge creation in the workplace. This case example is based on empirical data collected through a study…

Does a Case-Based Online Group Project Increase Students' Satisfaction with Interaction in Online Courses?

ERIC Educational Resources Information Center

Lee, Sang Joon; Ngampornchai, Anchalee; Trail-Constant, Trudian; Abril, Andres; Srinivasan, Sandhya

2016-01-01

Due to the realistic, complex natures of authentic cases involved in case-based learning, the use of group work has been encouraged and expected to enhance the quality of interaction among participants and to improve students' learning experiences. The purpose of this study was to investigate whether the case-based online group work increased…

Critical Thinking Skills of Nursing Students in Lecture-Based Teaching and Case-Based Learning

ERIC Educational Resources Information Center

Kaddoura, Mahmoud A.

2011-01-01

In today's technologically advanced healthcare world, nursing students should be active learners and think critically to provide safe patient care. A strategy that promotes students' active learning is case-based learning (CBL). The purpose of this study was to examine critical thinking (CT) abilities of nursing students from two different…

Evaluation of a case-based urology learning program.

PubMed

Mishra, Kirtishri; Snow-Lisy, Devon C; Ross, Jonathan; Goldfarb, David A; Goldman, Howard; Campbell, Steven C

2013-12-01

To address the challenges that today's trainees encounter, such as information overload and reduced immersion in the field, and recognizing their preference for novel educational resources, an electronic case-based urology learning program was developed. Each case was designed to illustrate the basic principles of the disease process and the fundamentals of evaluation and management using the Socratic method, recapitulating a prototypical patient encounter. A 21-question survey was developed after review of published reports of classroom and clinical learning environment surveys. The target group was 2 pilot urology training programs (the Cleveland Clinic and University Hospitals-Case Medical Center). The responses were entirely anonymous. A total of 32 trainees participated (8 fellows and 24 residents), representing a 53% response rate. Most trainees (79%) were able to process cases within an average of ≤ 10 minutes. Of the trainees, 91% reported referring back to particular cases for patient care, to review for examinations, or for studying. Most trainees believed a case-based urology learning program would be a potentially important resource for clinical practice (69%) and for preparing for the in-service (63%) or board (69%) examinations. Most trainees believed the program met its goals of illustrating the basics principles of the disease process (88%), outlining the fundamentals of evaluation and management (94%), and improving the trainees' knowledge base (91%). An electronic case-based urology learning program is feasible and useful and stimulates learning at all trainee levels. Copyright © 2013 Elsevier Inc. All rights reserved.

The Case for Case-Based Transfer Learning

DTIC Science & Technology

2011-01-01

Thorndike and Woodworth 1901; Perkins and Salomon 1994; Bransford, Brown, and Cocking 2000), among other disciplines. Transfer learning uses knowledge...Transfer Learning for Rein- forcement Learning Domains: A Survey. Journal of Machine Learning Research 10(1): 1633–1685. Thorndike , E. L., and

Natural Learning Case Study Archives

ERIC Educational Resources Information Center

Lawler, Robert W.

2015-01-01

Natural Learning Case Study Archives (NLCSA) is a research facility for those interested in using case study analysis to deepen their understanding of common sense knowledge and natural learning (how the mind interacts with everyday experiences to develop common sense knowledge). The database comprises three case study corpora based on experiences…

Integration of problem-based learning and innovative technology into a self-care course.

PubMed

McFalls, Marsha

2013-08-12

To assess the integration of problem-based learning and technology into a self-care course. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Students' scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Integrating problem-based learning and technology into a self-care course enabled students to become active learners.

A multidisciplinary allied health faculty team: formation and first year production of problem-based learning in gerontology/geriatrics.

PubMed

Silver, S

1998-01-01

An interdisciplinary team of faculty, administrators and practitioners representing diverse settings for allied health education has formed the Mid-Atlantic Allied Health Geriatric Education Center (MAHGEC) to produce problem-based learning (PBL) cases related to older adults. These cases will enable allied health students and practitioners to work together in interdisciplinary teams and expand allied health education to include health issues related to gerontology/ geriatrics. The health professionals of MAHGEC have brought different perspectives to the project. These include: (1) educational requirements to be gained from their association with MAHGEC, (2) health care disciplines to enhance the PBL cases produced, (3) personal histories related to older adults, and (4) ideas for utilization of problem-based learning in their particular educational and professional settings. The first year of this project has included the execution of a needs assessment for gerontology/geriatric education in allied health programs, the development of the infrastructure of MAHGEC, building the content base of MAHGEC faculty regarding gerontology/geriatrics and problem-based learning, the establishment of priorities in the production of problem-based learning cases for Year 01, and division into production teams for cases.

Development and Evaluation of Computerized Problem-based Learning Cases Emphasizing Basic Sciences Concepts.

ERIC Educational Resources Information Center

Abate, Marie A.; Meyer-Stout, Paula J.; Stamatakis, Mary K.; Gannett, Peter M.; Dunsworth, Teresa S.; Nardi, Anne H.

2000-01-01

Describes development and evaluation of eight computerized problem-based learning (PBL) cases in medicinal chemistry and pharmaceutics concepts. Case versions either incorporated concept maps emphasizing key ideas or did not. Student performance on quizzes did not differ between the different case versions and was similar to that of students who…

Concept-Based Learning in Clinical Experiences: Bringing Theory to Clinical Education for Deep Learning.

PubMed

Nielsen, Ann

2016-07-01

Concept-based learning is used increasingly in nursing education to support the organization, transfer, and retention of knowledge. Concept-based learning activities (CBLAs) have been used in clinical education to explore key aspects of the patient situation and principles of nursing care, without responsibility for total patient care. The nature of best practices in teaching and the resultant learning are not well understood. The purpose of this multiple-case study research was to explore and describe concept-based learning in the context of clinical education in inpatient settings. Four clinical groups (each a case) were observed while they used CBLAs in the clinical setting. Major findings include that concept-based learning fosters deep learning, connection of theory with practice, and clinical judgment. Strategies used to support learning, major teaching-learning foci, and preconditions for concept-based teaching and learning will be described. Concept-based learning is promising to support integration of theory with practice and clinical judgment through application experiences with patients. [J Nurs Educ. 2016;55(7):365-371.]. Copyright 2016, SLACK Incorporated.

Learning Rationales and Virtual Reality Technology in Education.

ERIC Educational Resources Information Center

Chiou, Guey-Fa

1995-01-01

Defines and describes virtual reality technology and differentiates between virtual learning environment, learning material, and learning tools. Links learning rationales to virtual reality technology to pave conceptual foundations for application of virtual reality technology education. Constructivism, case-based learning, problem-based learning,…

Telling Active Learning Pedagogies Apart: From Theory to Practice

ERIC Educational Resources Information Center

Cattaneo, Kelsey Hood

2017-01-01

Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based), through theoretical and practical…

Unpacking the Revised Bloom's Taxonomy: Developing Case-Based Learning Activities

ERIC Educational Resources Information Center

Nkhoma, Mathews Zanda; Lam, Tri Khai; Sriratanaviriyakul, Narumon; Richardson, Joan; Kam, Booi; Lau, Kwok Hung

2017-01-01

Purpose: The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom's taxonomy. The study provides the empirical evidence about the effect of case-based teaching method integrated the revised Bloom's taxonomy on students' incremental learning,…

Case-Based Learning in Endocrine Physiology: An Approach toward Self-Directed Learning and the Development of Soft Skills in Medical Students

ERIC Educational Resources Information Center

Gade, Shubhada; Chari, Suresh

2013-01-01

The Medical Council of India, in the recent "Vision 2015" document, recommended curricular reforms for undergraduates. Case-based learning (CBL) is one method where students are motivated toward self-directed learning and to develop analytic and problem-solving skills. An overview of thyroid physiology was given in a didactic lecture. A…

The New School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module: A Practical Implementation in the Technical and Vocational Education (TVE) System in Bahrain

NASA Astrophysics Data System (ADS)

Alseddiqi, M.; Mishra, R.; Pislaru, C.

2012-05-01

This paper diagnoses the implementation of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students' individual requirements and enable them to meet workplace requirements.

The Effects of Mobile Natural-Science Learning Based on the 5E Learning Cycle: A Case Study

ERIC Educational Resources Information Center

Liu, Tzu-Chien; Peng, Hsinyi; Wu, Wen-Hsuan; Lin, Ming-Sheng

2009-01-01

This study has three major purposes, including designing mobile natural-science learning activities that rest on the 5E Learning Cycle, examining the effects of these learning activities on students' performances of learning aquatic plants, and exploring students' perceptions toward these learning activities. A case-study method is utilized and…

The Effect of Student Learning Styles, Race and Gender on Learning Outcomes: The Case of Public Goods

ERIC Educational Resources Information Center

Devaraj, Nirupama; Raman, Jaishankar

2014-01-01

We investigate the impact of active learning techniques, specifically experiment based learning, in a Principles of Economics class. Our case study demonstrates that when using pedagogical techniques intended to facilitate active learning, teachers should be intentional about incorporating components of learning that appeal to students with…

Evaluating the Effects of Medical Explorers a Case Study Curriculum on Critical Thinking, Attitude Toward Life Science, and Motivational Learning Strategies in Rural High School Students

NASA Astrophysics Data System (ADS)

Brand, Lance G.

2011-12-01

The purpose of this study was three-fold: to measure the ability of the Medical Explorers case-based curriculum to improve higher order thinking skills; to evaluate the impact of the Medical Explorers case-based curriculum to help students be self directed learners; and to investigate the impact of the Medical Explorers case-based curriculum to improve student attitudes of the life sciences. The target population for this study was secondary students enrolled in advanced life science programs. The resulting sample (n = 71) consisted of 36 students in the case-based experimental group and 35 students in the control group. Furthermore, this study employed an experimental, pretest-posttest control group research design. The treatment consisted of two instructional strategies: case-based learning and teacher-guided learning. Analysis of covariance indicated no treatment effect on critical thinking ability or Motivation and Self-regulation of Learning. However, the Medical Explorers case-based curriculum did show a treatment effect on student attitudes toward the life sciences. These results seem to indicate that case-based curriculum has a positive impact on students' perspectives and attitudes about the study of life science as well as their interest in life science based careers. Such outcomes are also a good indicator that students enjoy and perceive the value to use of case studies in science, and because they see value in the work that they do they open up their minds to true learning and integration. Of additional interest was the observationthat on average eleventh graders showed consistently stronger gains in critical thinking, motivation and self-regulation of learning strategies, and attitudes toward the life sciences as compared to twelfth grade students. In fact, twelfth grade students showed a pre to post loss on the Watson-Glaser and the MSLQ scores while eleventh grade students showed positive gains on each of these instruments. This decline in twelfth grade performance is an endemic indicator of underlying problems that exists in this transitional year of education and supports the need to strengthen the transitional connections between high schools and institutions of higher learning.

Online learning in paediatrics: a student-led web-based learning modality.

PubMed

Gill, Peter; Kitney, Lauren; Kozan, Daniel; Lewis, Melanie

2010-03-01

undergraduate medical education is shifting away from traditional didactic methods towards a more self-directed learning environment. E-learning has emerged as a vital learning modality that allows students to apply key principles to practical scenarios in a truly personalised approach.  at the University of Alberta, paediatrics is taught longitudinally, with lectures distributed throughout the preclinical curriculum and concentrated in the 8-week paediatric clinical clerkship. As a result, students entering clerkship lack core foundational knowledge and clinical skills. PedsCases (http://www.pedscases.com) is a student-driven interactive website designed to achieve the learning outcomes identified by the competency-based paediatric curriculum. This open-access e-learning tool is a comprehensive peer-reviewed learning resource that incorporates various learning modalities. Material is student generated and peer reviewed by staff paediatricians to ensure validity, accuracy and usefulness. After 17 months, PedsCases contains 216 questions, 19 cases, 11 flashcard-type quizzes, 11 podcasts and two clinical videos, and has had 2148 unique visitors from 73 different countries. PedsCases is one of the top five references returned by Internet search engines for the phrase 'paediatrics for medical students'. PedsCases is a collaborative resource created for and by medical students that provides an opportunity for active self-directed learning while disseminating knowledge in an evidence-based, interactive and clinically relevant fashion. PedsCases encourages students to take an active role in their education and drive medical education initiatives in response to the evolving curriculum. As the focus of medical education shifts towards independent learning, student-led educational tools such as PedsCases have emerged as essential resources for students. © Blackwell Publishing Ltd 2010.

Undertaking an Ecological Approach to Advance Game-Based Learning: A Case Study

ERIC Educational Resources Information Center

Shah, Mamta; Foster, Aroutis

2014-01-01

Systematic incorporation of digital games in schools is largely unexplored. This case study explored the ecological conditions necessary for implementing a game-based learning course by examining the interaction between three domains (the innovator, the innovation, and the context). From January-April 2012, one in-service teacher learned and…

Work-Based Learning for Adolescents with Learning Disabilities: Creating a Context for Success

ERIC Educational Resources Information Center

Versnel, Joan; Hutchinson, Nancy L.; Munby, Hugh; Chin, Peter

2008-01-01

This paper describes cases of two adolescents with learning disabilities working in automotive repair businesses as part of a work-based education program. Neither adolescent was judged to have been successful by the workplace supervisors. The frameworks chosen for analyzing these cases draw upon recent work in self-determination, workplace…

Exposure Therapy for Fear of Spiders in an Adult with Learning Disabilities: A Case Report

ERIC Educational Resources Information Center

Cowdrey, Felicity A.; Walz, Linda

2015-01-01

The evidence-base for exposure therapy in people with learning disabilities experiencing specific phobias is sparse. This case study describes the assessment, formulation and treatment of spider phobia in a woman with learning disabilities using an exposure-based intervention augmented with mindfulness practice and bereavement work. To evaluate…

Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher's Journey Through Reflections on Classroom Practice

NASA Astrophysics Data System (ADS)

Capitelli, Sarah; Hooper, Paula; Rankin, Lynn; Austin, Marilyn; Caven, Gennifer

2016-04-01

This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher's reflections on her teaching and her students' learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.

Case-based discussion supporting learning and practice in optometry.

PubMed

Bullock, Alison; Barnes, Emma; Ryan, Barbara; Sheen, Nik

2014-09-01

To enhance continuing professional development and address the risk that professional isolation poses, the UK General Optical Council introduced a requirement for all optometrists to engage in at least one case-based discussion per 3 year cycle of continuing education. In this paper, we explore participants' impression of the acceptability, effectiveness and long-term impact-on-practice of case-based discussion as a mode of continuing education. Case-based discussion participants attended an evening session comprising a lecture and a group discussion. They completed three questionnaires: prior to the session, immediately post-session and 3-4 months post-session. We coded the questionnaires to allow matching. Seventy-five case-based discussion groups were held with 379 participants; 377 completed both pre- and post-questionnaires and 331 (88%) returned a follow-up questionnaire. Case-based discussions were an acceptable method of learning, with many preferring it to distance-learning. Prior to the event, women, employees and part-time workers were more likely to have concerns about participating. In terms of learning, gaps in knowledge were more likely to be revealed in those who work in isolation. The respondents highlighted social aspects, reassurance of practice as well as new learning. Participants significantly improved self-confidence ratings in all key learning areas. At three months post-session, the majority (75%) self-reported that they had implemented their intended changes to practice. The evaluation showed that participants felt that case-based discussion developed their knowledge, notably for sole practitioners, and influenced later workplace practice. The peer interaction of this mode of continuing education can combat professional isolation. © 2014 The Authors Ophthalmic & Physiological Optics © 2014 The College of Optometrists.

Integration of Problem-based Learning and Innovative Technology Into a Self-Care Course

PubMed Central

2013-01-01

Objective. To assess the integration of problem-based learning and technology into a self-care course. Design. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Assessments. Students’ scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Conclusion. Integrating problem-based learning and technology into a self-care course enabled students to become active learners. PMID:23966730

How Do Teachers Learn Together? A Study of School-Based Teacher Learning in China from the Perspective of Organisational Learning

ERIC Educational Resources Information Center

Zhang, Xiaolei; Wong, Jocelyn L. N.

2018-01-01

Studies of professional development have examined the influence of school-based approaches on in-service teacher learning and change but have seldom investigated teachers' job-embedded learning processes. This paper explores the dynamic processes of teacher learning in school-based settings. A qualitative comparative case study based on the…

An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students.

PubMed

Khosa, Deep K; Volet, Simone E; Bolton, John R

2010-01-01

In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices.

An Architecture for Case-Based Learning

ERIC Educational Resources Information Center

Cifuentes, Laurent; Mercer, Rene; Alverez, Omar; Bettati, Riccardo

2010-01-01

We report on the design, development, implementation, and evaluation of a case-based instructional environment designed for learning network engineering skills for cybersecurity. We describe the societal problem addressed, the theory-based solution, and the preliminary testing and evaluation of that solution. We identify an architecture for…

A case study analysing the process of analogy-based learning in a teaching unit about simple electric circuits

NASA Astrophysics Data System (ADS)

Paatz, Roland; Ryder, James; Schwedes, Hannelore; Scott, Philip

2004-09-01

The purpose of this case study is to analyse the learning processes of a 16-year-old student as she learns about simple electric circuits in response to an analogy-based teaching sequence. Analogical thinking processes are modelled by a sequence of four steps according to Gentner's structure mapping theory (activate base domain, postulate local matches, connect them to a global match, draw candidate inferences). We consider whether Gentner's theory can be used to account for the details of this specific teaching/learning context. The case study involved video-taping teaching and learning activities in a 10th-grade high school course in Germany. Teaching used water flow through pipes as an analogy for electrical circuits. Using Gentner's theory, relational nets were created from the student's statements at different stages of her learning. Overall, these nets reflect the four steps outlined earlier. We also consider to what extent the learning processes revealed by this case study are different from previous analyses of contexts in which no analogical knowledge is available.

Learning material recommendation based on case-based reasoning similarity scores

NASA Astrophysics Data System (ADS)

Masood, Mona; Mokmin, Nur Azlina Mohamed

2017-10-01

A personalized learning material recommendation is important in any Intelligent Tutoring System (ITS). Case-based Reasoning (CBR) is an Artificial Intelligent Algorithm that has been widely used in the development of ITS applications. This study has developed an ITS application that applied the CBR algorithm in the development process. The application has the ability to recommend the most suitable learning material to the specific student based on information in the student profile. In order to test the ability of the application in recommending learning material, two versions of the application were created. The first version displayed the most suitable learning material and the second version displayed the least preferable learning material. The results show the application has successfully assigned the students to the most suitable learning material.

The Effect of Scaffolding Students' Context-Generating Cognitive Activity in Technology-Enhanced Case-Based Learning

ERIC Educational Resources Information Center

Demetriadis, S. N.; Papadopoulos, P. M.; Stamelos, I. G.; Fischer, F.

2008-01-01

This study investigates the hypothesis that students' learning and problem-solving performance in ill-structured domains can be improved, if elaborative question prompts are used to activate students' context-generating cognitive processes, during case study. Two groups of students used a web-based learning environment to criss-cross and study…

Learning from Experience: From Case-Based Teaching to Experience-Based Learning

ERIC Educational Resources Information Center

van der Steen, Martijn; Van Twist, Mark; Frissen, Paul

2017-01-01

Senior-level civil servants can learn a lot from methods such as theory-lectures and case-teaching, but there is another resource of knowledge and insight that can be utilized more for teaching public administration: the professional experience of participants in training programmes. This paper argues that it is possible to use the professional…

Project-Based Learning in Education: Integrating Business Needs and Student Learning

ERIC Educational Resources Information Center

Cho, Yonjoo; Brown, Catherine

2013-01-01

Purpose: The purpose of this case study was to investigate how project-based learning (PBL) is being practiced in Columbus Signature Academy (CSA), a high school located in Columbus, Indiana, USA. Design/methodology/approach: The authors used the case study method to provide qualitative details about CSA's use of PBL that is being practiced in a…

Distance Learning Engineering Students Languish under Project-Based Learning, but Thrive in Case Studies and Practical Workshops

ERIC Educational Resources Information Center

Swart, Arthur James

2016-01-01

The International Engineering Alliance lists 12 important graduate attributes that students must demonstrate during their higher educational career. One of these important graduate attributes is the ability to solve problems, which can be demonstrated by the use of project-based learning, case studies, and practical workshops. The purpose of this…

Case-Based Instruction and Learning: An Interdisciplinary Project.

ERIC Educational Resources Information Center

Alvarez, Marino C.; And Others

Case-based learning is one method that can be used to foster critical thinking and schema construction. Students need to be provided with problem solving lessons in meaningful learning contexts for critical thinking to take place. In order for schema construction to occur, a framework needs to be provided that helps readers to elaborate upon new…

Case-Based Learning, Pedagogical Innovation, and Semantic Web Technologies

ERIC Educational Resources Information Center

Martinez-Garcia, A.; Morris, S.; Tscholl, M.; Tracy, F.; Carmichael, P.

2012-01-01

This paper explores the potential of Semantic Web technologies to support teaching and learning in a variety of higher education settings in which some form of case-based learning is the pedagogy of choice. It draws on the empirical work of a major three year research and development project in the United Kingdom: "Ensemble: Semantic…

The MORPG-Based Learning System for Multiple Courses: A Case Study on Computer Science Curriculum

ERIC Educational Resources Information Center

Liu, Kuo-Yu

2015-01-01

This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of "Introduction to Computer Science" as a study case to assess students' learning…

Can Learning Motivation Predict Learning Achievement? A Case Study of a Mobile Game-Based English Learning Approach

ERIC Educational Resources Information Center

Tsai, Chia-Hui; Cheng, Ching-Hsue; Yeh, Duen-Yian; Lin, Shih-Yun

2017-01-01

This study applied a quasi-experimental design to investigate the influence and predictive power of learner motivation for achievement, employing a mobile game-based English learning approach. A system called the Happy English Learning System, integrating learning material into a game-based context, was constructed and installed on mobile devices…

Online Tutor 2.0: Methodologies and Case Studies for Successful Learning

ERIC Educational Resources Information Center

García-Peñalvo, Francisco José, Ed.; Seoane-Pardo, Antonio Miguel, Ed.

2014-01-01

After centuries of rethinking education and learning, the current theory is based on technology's approach to and affect on the planned interaction between knowledge trainers and trainees. "Online Tutor 2.0: Methodologies and Case Studies for Successful Learning" demonstrates, through the exposure of successful cases in online education…

Comparison of three problem-based learning conditions (real patients, digital and paper) with lecture-based learning in a dermatology course: a prospective randomized study from China.

PubMed

Li, Jie; Li, Qing Ling; Li, Ji; Chen, Ming Liang; Xie, Hong Fu; Li, Ya Ping; Chen, Xiang

2013-01-01

The precise effect and the quality of different cases used in dermatology problem-based learning (PBL) curricula are yet unclear. To prospectively compare the impact of real patients, digital, paper PBL (PPBL) and traditional lecture-based learning (LBL) on academic results and student perceptions. A total of 120 students were randomly allocated into either real-patients PBL (RPBL) group studied via real-patient cases, digital PBL (DPBL) group studied via digital-form cases, PPBL group studied via paper-form cases, or conventional group who received didactic lectures. Academic results were assessed through review of written examination, objective structured clinical examination and student performance scores. A five-point Likert scale questionnaire was used to evaluate student perceptions. Compared to those receiving lectures only, all PBL participants had better results for written examination, clinical examination and overall performance. Students in RPBL group exhibited better overall performance than those in the other two PBL groups. Real-patient cases were more effective in helping develop students' self-directed learning skills, improving their confidence in future patient encounters and encouraging them to learn more about the discussed condition, compared to digital and paper cases. Both real patient and digital triggers are helpful in improving students' clinical problem-handling skills. However, real patients provide greater benefits to students.

Baby Boy Jones Interactive Case-Based Learning Activity: A Web-Delivered Teaching Strategy.

PubMed

Cleveland, Lisa M; Carmona, Elenice Valentim; Paper, Bruce; Solis, Linda; Taylor, Bonnie

2015-01-01

Faced with limited resources, nurse educators are challenged with transforming nursing education while preparing enough qualified nurses to meet future demand; therefore, innovative approaches to teaching are needed. In this article, we describe the development of an innovative teaching activity. Baby Boy Jones is a Web-delivered, case-based learning activity focused on neonatal infection. It was created using e-learning authoring software and delivered through a learning management system.

A trial of team-based versus small-group learning for second-year medical students: does the size of the small group make a difference?

PubMed

Willett, Laura Rees; Rosevear, G Craig; Kim, Sarang

2011-01-01

Team-based learning is a large-group instructional modality intended to provide active learning with modest faculty resources. The goal is to determine if team-based learning could be substituted for small-group learning in case sessions without compromising test performance or satisfaction. One hundred and sixty-seven students were assigned to team-based or small-group learning for 6 case discussion sessions. Examination scores and student satisfaction were compared. Instruction modality had no meaningful effect on examination score, 81.7% team based versus 79.7% small-group, p=.56 after multivariate adjustment. Student satisfaction was lower with team-based learning, 2.45 versus 3.74 on a 5-point scale, p<.001. Survey responses suggested that the very small size (8-10 students) of our small groups influenced the preference for small-group learning. Team-based learning does not adversely affect examination performance. However, student satisfaction may be inferior, especially if compared to instruction in very small groups of 10 or fewer students.

Learning from Simple Ebooks, Online Cases or Classroom Teaching When Acquiring Complex Knowledge. A Randomized Controlled Trial in Respiratory Physiology and Pulmonology

PubMed Central

Worm, Bjarne Skjødt

2013-01-01

Background and Aims E-learning is developing fast because of the rapid increased use of smartphones, tablets and portable computers. We might not think of it as e-learning, but today many new e-books are in fact very complex electronic teaching platforms. It is generally accepted that e-learning is as effective as classroom teaching methods, but little is known about its value in relaying contents of different levels of complexity to students. We set out to investigate e-learning effects on simple recall and complex problem-solving compared to classroom teaching. Methods 63 nurses specializing in anesthesiology were evenly randomized into three groups. They were given internet-based knowledge tests before and after attending a teaching module about respiratory physiology and pulmonology. The three groups was either an e-learning group with eBook teaching material, an e-learning group with case-based teaching or a group with face-to-face case-based classroom teaching. After the module the students were required to answer a post-test. Time spent and the number of logged into the system was also measured. Results For simple recall, all methods were equally effective. For problem-solving, the eCase group achieved a comparable knowledge level to classroom teaching, while textbook learning was inferior to both (p<0.01). The textbook group also spent the least amount of time on acquiring knowledge (33 minutes, p<0.001), while the eCase group spent significantly more time on the subject (53 minutes, p<0.001) and logged into the system significantly more (2.8 vs 1.6, p<0.001). Conclusions E-learning based cases are an effective tool for teaching complex knowledge and problem-solving ability, but future studies using higher-level e-learning are encouraged.Simple recall skills, however, do not require any particular learning method. PMID:24039917

Learning from simple ebooks, online cases or classroom teaching when acquiring complex knowledge. A randomized controlled trial in respiratory physiology and pulmonology.

PubMed

Worm, Bjarne Skjødt

2013-01-01

E-learning is developing fast because of the rapid increased use of smartphones, tablets and portable computers. We might not think of it as e-learning, but today many new e-books are in fact very complex electronic teaching platforms. It is generally accepted that e-learning is as effective as classroom teaching methods, but little is known about its value in relaying contents of different levels of complexity to students. We set out to investigate e-learning effects on simple recall and complex problem-solving compared to classroom teaching. 63 nurses specializing in anesthesiology were evenly randomized into three groups. They were given internet-based knowledge tests before and after attending a teaching module about respiratory physiology and pulmonology. The three groups was either an e-learning group with eBook teaching material, an e-learning group with case-based teaching or a group with face-to-face case-based classroom teaching. After the module the students were required to answer a post-test. Time spent and the number of logged into the system was also measured. For simple recall, all methods were equally effective. For problem-solving, the eCase group achieved a comparable knowledge level to classroom teaching, while textbook learning was inferior to both (p<0.01). The textbook group also spent the least amount of time on acquiring knowledge (33 minutes, p<0.001), while the eCase group spent significantly more time on the subject (53 minutes, p<0.001) and logged into the system significantly more (2.8 vs 1.6, p<0.001). E-learning based cases are an effective tool for teaching complex knowledge and problem-solving ability, but future studies using higher-level e-learning are encouraged.Simple recall skills, however, do not require any particular learning method.

Combating Learning

ERIC Educational Resources Information Center

Jarvensivu, Anu; Koski, Pasi

2012-01-01

Purpose: The purpose of this paper is to look at workplace learning through research into sociology of work. It explores the "learning discourse" at work place level looking for possibilities to oppose learning. Design/methodology/approach: This paper is based on case studies conducted at six workplaces. The data on the cases include…

Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students.

PubMed

Doucet, Michèle; Vrins, André; Harvey, Denis

2009-12-01

Teaching methods that provide an opportunity for individual engagement and focussed feedback are required to create an active learning environment for case-based teaching in large groups. A prospective observational controlled study was conducted to evaluate whether the use of an audience response system (ARS) would promote an active learning environment during case-based discussions in large groups, have an impact on student motivation and improve long-term retention. Group A (N = 83) participated in large group case discussions where student participation was voluntary, while for group B (N = 86) an ARS was used. Data collection methods included student and teacher surveys, student focus group interviews, independent observations and 1-year post-course testing. Results indicated that the use of an ARS provided an active learning environment during case-based discussions in large groups by favouring engagement, observation and critical reflection and by increasing student and teacher motivation. Although final exam results were significantly improved in group B, long-term retention was not significantly different between groups. It was concluded that ARS use significantly improved the learning experience associated with case-based discussions in a large group of undergraduate students.

Does the Use of Case-Based Learning Impact the Retention of Key Concepts in Undergraduate Biochemistry?

ERIC Educational Resources Information Center

Kulak, Verena; Newton, Genevieve; Sharma, Rahul

2017-01-01

Objective: Enhanced knowledge retention and a preference towards a deep learning approach are desirable pedagogical outcomes of case-based learning (CBL). The CBL literature is sparse with respect to these outcomes, and this is especially so in the area of biochemistry. The present study determined the effect of CBL vs. non CBL on knowledge…

Integrating Case Topics in Medical School Curriculum to Enhance Multiple Skill Learning: Using Fetal Alcohol Spectrum Disorders as an Exemplary Case

ERIC Educational Resources Information Center

Paley, Blair; O'Connor, Mary J.; Baillie, Susan J.; Guiton, Gretchen; Stuber, Margaret L.

2009-01-01

Objectives: This article describes the use of fetal alcohol spectrum disorders (FASDs) as a theme to connect the learning of basic neurosciences with clinical applications across the age span within a systems-based, integrated curricular structure that emphasizes problem-based learning. Methods: In collaboration with the Centers for Disease…

The Dynamics of Project-Based Learning Extension Courses: The "Laboratory of Social Projects" Case Study

ERIC Educational Resources Information Center

Arantes do Amaral, Joao Alberto

2017-01-01

In this case study we discuss the dynamics that drive a free-of-charge project-based learning extension course. We discuss the lessons learned in the course, "Laboratory of Social Projects." The course aimed to teach project management skills to the participants. It was conducted from August to November of 2015, at Federal University of…

A Case Study: Problem-Based Learning for Civil Engineering Students in Transportation Courses

ERIC Educational Resources Information Center

Ahern, A. A.

2010-01-01

This paper describes two case studies where problem-based learning (PBL) has been introduced to undergraduate civil engineering students in University College Dublin. PBL has recently been put in place in the penultimate and final year transport engineering classes in the civil engineering degree in University College Dublin. In this case study,…

ICT-Based Learning Personalization Affordance in the Context of Implementation of Constructionist Learning Activities

ERIC Educational Resources Information Center

Ignatova, Natalija; Dagiene, Valentina; Kubilinskiene, Svetlana

2015-01-01

How to enable students to create a personalized learning environment? What are the criteria of evaluation of the ICT-based learning process personalization affordance? These questions are answered by conducting multiple case study research of the innovative ICT-based learning process in iTEC (Innovative Technologies for Engaging Classrooms)…

The Effects of Scaffolded Simulation-Based Inquiry Learning on Fifth-Graders' Representations of the Greenhouse Effect

NASA Astrophysics Data System (ADS)

Kukkonen, Jari Ensio; Kärkkäinen, Sirpa; Dillon, Patrick; Keinonen, Tuula

2014-02-01

Research has demonstrated that simulation-based inquiry learning has significant advantages for learning outcomes when properly scaffolded. For successful learning in science with simulation-based inquiry, one needs to ascertain levels of background knowledge so as to support learners in making, evaluating and modifying hypotheses, conducting experiments and interpreting data, and to regulate the learning process. This case study examines the influence of scaffolded simulation-based inquiry learning on fifth-graders' (n = 21) models of the greenhouse effect. The pupils were asked to make annotated drawings about the greenhouse effect both before and after scaffolding through simulation-based instructional interventions. The data were analysed qualitatively to investigate the impact of the interventions on the representations that pupils used in their descriptions of the greenhouse effect. It was found that scaffolded simulation-based inquiry learning noticeably enriched the concepts pupils used in their representations leading to better understanding of the phenomenon. In many cases, the fifth graders produced quite sophisticated representations.

Creation of Exercises for Team-Based Learning in Business

ERIC Educational Resources Information Center

Timmerman, John E.; Morris, R. Franklin, Jr.

2015-01-01

Team-based learning (TBL) is an approach that builds on both the case method and problem-based learning and has been widely adopted in the sciences and healthcare disciplines. In recent years business disciplines have also discovered the value of this approach. One of the key characteristics of the team-based learning approach consists of…

A Case Study of Two Regional State Universities Qualifying as Learning Organizations Based on Administration and Staff Viewpoints

ERIC Educational Resources Information Center

Rich, Tammy Morrison

2011-01-01

This case study of 2 state universities qualifying as learning organizations, based on administration and staff viewpoints, was completed using a qualitative methodology. The idea of what a learning organization is can be different depending on who or what is being analyzed. For this study, the work of theorists including W. Edwards Deming,…

Effectiveness of case-based learning instruction on pre-service teachers' chemistry motivation and attitudes toward chemistry

NASA Astrophysics Data System (ADS)

Çam, Aylin; Geban, Ömer

2017-01-01

Background: The development of primary pre-service teachers' chemistry motivation and attitudes toward chemistry were examined in order to develop their science literacy using case-based learning. Students' ideas were emphasized, real-life situations were discussed, and students could share their ideas and knowledge with peers; as a result, students were active in the learning process.

Impact of Virtual Patients as Optional Learning Material in Veterinary Biochemistry Education.

PubMed

Kleinsorgen, Christin; von Köckritz-Blickwede, Maren; Naim, Hassan Y; Branitzki-Heinemann, Katja; Kankofer, Marta; Mándoki, Míra; Adler, Martin; Tipold, Andrea; Ehlers, Jan P

2018-01-01

Biochemistry and physiology teachers from veterinary faculties in Hannover, Budapest, and Lublin prepared innovative, computer-based, integrative clinical case scenarios as optional learning materials for teaching and learning in basic sciences. These learning materials were designed to enhance attention and increase interest and intrinsic motivation for learning, thus strengthening autonomous, active, and self-directed learning. We investigated learning progress and success by administering a pre-test before exposure to the virtual patients (vetVIP) cases, offered vetVIP cases alongside regular biochemistry courses, and then administered a complementary post-test. We analyzed improvement in cohort performance and level of confidence in rating questions. Results of the performance in biochemistry examinations in 2014, 2015, and 2016 were correlated with the use of and performance in vetVIP cases throughout biochemistry courses in Hannover. Surveys of students reflected that interactive cases helped them understand the relevance of basic sciences in veterinary education. Differences between identical pre- and post-tests revealed knowledge improvement (correct answers: +28% in Hannover, +9% in Lublin) and enhanced confidence in decision making ("I don't know" answers: -20% in Hannover, -7.5% in Lublin). High case usage and voluntary participation (use of vetVIP cases in Hannover and Lublin >70%, Budapest <1%; response rates in pre-test 72% and post-test 48%) indicated a good increase in motivation for the subject of biochemistry. Despite increased motivation, there was only a weak correlation between performance in final exams and performance in the vetVIP cases. Case-based e-learning could be extended and generated cases should be shared across veterinary faculties.

[Online continuing medical education based on national disease management guidelines. The e-learning platform leitlinien-wissen.de].

PubMed

Vollmar, H C; Schürer-Maly, C-C; Lelgemann, M; Koneczny, N; Koch, M; Butzlaff, M

2006-05-01

Effective translation of relevant knowledge into clinical practice is essential for modern health care systems. National Disease Management Guidelines (NDMG) are considered relevant instruments to support this transfer. To implement NDMG Internet-based continuing medical education (CME), modules and online case-based learning objects were designed and published. To ensure high quality the contents are based on NDMG and subjected to multi-step review processes. Presentation on the web was realized through a modified content management system. To obtain a CME certificate, completing an online questionnaire using a four-point Likert scale was mandatory. Between June 2003 and April 2005, 3,105 physicians were registered and used the platform: 95% of the physicians expressed positive feedback in the evaluation questionnaire, and 35% actually used the corresponding NDMG in practice. This prompted the development of interactive medical case-based learning objects as a second learning pathway. An Internet platform for CME including case-based learning objects can be a helpful tool to assure the provision of scientific knowledge for patient care.

The Embodiment of Cases as Alternative Perspective in a Mathematics Hypermedia Learning Environment

ERIC Educational Resources Information Center

Valentine, Keri D.; Kopcha, Theodore J.

2016-01-01

This paper presents a design framework for cases as alternative perspectives (Jonassen in Learning to solve problems: a handbook for designing problem-solving learning environments, 2011a) in the context of K-12 mathematics. Using the design-based research strategy of conjecture mapping, the design of cases for a hypermedia site is described…

Cultural Competence Development, Critical Service Learning, and Latino/a Youth Empowerment: A Qualitative Case Study

ERIC Educational Resources Information Center

Vargas, Lucila C.; Erba, Joseph

2017-01-01

As universities create service-learning programs, educators are experimenting with pedagogical approaches that enhance learning outcomes while benefiting communities. We present a qualitative case study of a radio-based, service-learning program, grounded in a Freirean foundation and aimed at developing the cultural competence and sense of…

CaseWorld™: Interactive, media rich, multidisciplinary case based learning.

PubMed

Gillham, David; Tucker, Katie; Parker, Steve; Wright, Victoria; Kargillis, Christina

2015-11-01

Nurse educators are challenged to keep up with highly specialised clinical practice, emerging research evidence, regulation requirements and rapidly changing information technology while teaching very large numbers of diverse students in a resource constrained environment. This complex setting provides the context for the CaseWorld project, which aims to simulate those aspects of clinical practice that can be represented by e-learning. This paper describes the development, implementation and evaluation of CaseWorld, a simulated learning environment that supports case based learning. CaseWorld provides nursing students with the opportunity to view unfolding authentic cases presented in a rich multimedia context. The first round of comprehensive summative evaluation of CaseWorld is discussed in the context of earlier formative evaluation, reference group input and strategies for integration of CaseWorld with subject content. This discussion highlights the unique approach taken in this project that involved simultaneous prototype development and large scale implementation, thereby necessitating strong emphasis on staff development, uptake and engagement. The lessons learned provide an interesting basis for further discussion of broad content sharing across disciplines and universities, and the contribution that local innovations can make to global education advancement. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

Online Resource-Based Learning Environment: Case Studies in Primary Classrooms

ERIC Educational Resources Information Center

So, Winnie Wing Mui; Ching, Fiona Ngai Ying

2012-01-01

This paper discusses the creation of learning environments with online resources by three primary school teachers for pupil's learning of science-related topics with reference to the resource-based e-learning environments (RBeLEs) framework. Teachers' choice of contexts, resources, tools, and scaffolds in designing the learning environments are…

Developing Metacognition: A Basis for Active Learning

ERIC Educational Resources Information Center

Vos, Henk; de Graaff, E.

2004-01-01

The reasons to introduce formats of active learning in engineering (ALE) such as project work, problem-based learning, use of cases, etc. are mostly based on practical experience, and sometimes from applied research on teaching and learning. Such research shows that students learn more and different abilities than in traditional formats of…

Case-Based Learning and Reticence in a Bilingual Context: Perceptions of Business Students in Hong Kong.

ERIC Educational Resources Information Center

Jackson, Jane

2003-01-01

Reports on one phase of a 3-year investigation of case-based learning and teaching that was carried out in a Hong Kong university. Findings provided direction for an English for specific purposes business communications course and highlighted the need for culture and context-specific preparation for case leaders and students. (Author/VWL)

Problem-Based Learning: Case Studies, Experience and Practice. Case Studies of Teaching in Higher Education.

ERIC Educational Resources Information Center

Schwartz, Peter, Ed.; Mennin, Stewart, Ed.; Webb, Graham, Ed.

The case studies in this book consider many of the most important issues perceived and experienced by people who are using or developing problem-based learning (PBL). The book focuses on politics, administration, resources, the roles of teachers, and the effects of PBL on students. The chapters are: (1) "Come and See the Real Thing" (David…

Application of Case-Task Based Approach in Business English Teaching--A Case Study of the Marketing Course in SEIB of GDUFS

ERIC Educational Resources Information Center

Guiyu, Dai; Yi, Cai

2017-01-01

Business English Teaching aims at cultivating students' ability to analyze and solve problems, improving students' comprehensive language competence and honing their business practical skills. Adhering to the principle of learning by doing and learning by teaching others, Case-Task Based Approach emphasizes students' ability of language use in…

The Acquisition of Integrated Science Process Skills in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Saat, Rohaida Mohd

2004-01-01

Web-based learning is becoming prevalent in science learning. Some use specially designed programs, while others use materials available on the Internet. This qualitative case study examined the process of acquisition of integrated science process skills, particularly the skill of controlling variables, in a web-based learning environment among…

Evaluation of an internet-based e-learning module to introduce nuclear medicine to medical students: a feasibility study.

PubMed

Diessl, Stefanie; Verburg, Frederik A; Hoernlein, Alexander; Schumann, Martin; Luster, Markus; Reiners, Christoph

2010-12-01

The advent of electronic learning, the so-called e-learning, offers new possibilities for instruction in addition to the traditional face-to-face teaching in the education of medical students. To evaluate the additional educational value of a voluntary e-learning module in a nuclear medicine course for third-year medical students. Twenty exemplary nuclear medicine patient cases from our department were developed for e-learning purposes and presented on the internet using the web-based training program ‘CaseTrain’. Subsequently, three selected test cases were handled and evaluated by an unselected population of third-year medical students. One hundred and twenty-eight students studied the three patient cases and filled out the evaluation questionnaire completely. The most important result is that both the interest in and the subjective feeling of the knowledge level regarding the specialized field of nuclear medicine had increased significantly after working through the three e-learning cases. Ninety-seven percent of the evaluating students considered the use of computer-based learning useful. The subjective grading of the content of the cases and the handling of the software were graded with high marks by the participants, 1.9 and 2.0, respectively, on a linear scale with 1 being the best and 6 being the worst. The addition of e-learning to face-to-face teaching as a form of ‘blended learning’ is highly appreciated by medical students, and will provide an effective medium for bringing better understanding of nuclear medicine to future colleagues.

Introduction of vertical integration and case-based learning in anatomy for undergraduate physical therapy and occupational therapy students.

PubMed

Parmar, Suresh K; Rathinam, Bertha A D

2011-01-01

The purpose of the present pilot study was to evaluate the benefits of innovative teaching methodologies introduced to final year occupational and physical therapy students in Christian Medical College in India. Students' satisfactions along the long-term retention of knowledge and clinical application of the respiratory anatomy have been assessed. The final year undergraduate physical therapy and occupational therapy students had respiratory anatomy teaching over two sessions. The teaching involved case-based learning and integrated anatomy lectures (vertical integration) with the Anatomy department. Pretest and immediate and follow-up post-tests were conducted to assess the effectiveness of the innovative methods. A feedback questionnaire was marked to grade case-based learning. The method of integrated and case-based teaching was appreciated and found to be useful in imparting knowledge to the students. Students retained the gained knowledge adequately and the same was inferred by statistically significant improvement in both post-test scores. Vertical integration of anatomy in the final year reinforces their existing knowledge of anatomy. Case-based learning may facilitate the development of effective and clinically sound therapists. Copyright © 2011 American Association of Anatomists.

A Novel Approach to Medical Student Peer-assisted Learning Through Case-based Simulations

PubMed Central

Jauregui, Joshua; Bright, Steven; Strote, Jared; Shandro, Jamie

2018-01-01

Introduction Peer-assisted learning (PAL) is the development of new knowledge and skills through active learning support from peers. Benefits of PAL include introduction of teaching skills for students, creation of a safe learning environment, and efficient use of faculty time. We present a novel approach to PAL in an emergency medicine (EM) clerkship curriculum using an inexpensive, tablet-based app for students to cooperatively present and perform low-fidelity, case-based simulations that promotes accountability for student learning, fosters teaching skills, and economizes faculty presence. Methods We developed five clinical cases in the style of EM oral boards. Fourth-year medical students were each assigned a unique case one week in advance. Students also received an instructional document and a video example detailing how to lead a case. During the 90-minute session, students were placed in small groups of 3–5 students and rotated between facilitating their assigned cases and participating as a team for the cases presented by their fellow students. Cases were supplemented with a half-mannequin that can be intubated, airway supplies, and a tablet-based app (SimMon, $22.99) to remotely display and update vital signs. One faculty member rotated among groups to provide additional assistance and clarification. Three EM faculty members iteratively developed a survey, based on the literature and pilot tested it with fourth-year medical students, to evaluate the course. Results 135 medical students completed the course and course evaluation survey. Learner satisfaction was high with an overall score of 4.6 on a 5-point Likert scale. In written comments, students reported that small groups with minimal faculty involvement provided a safe learning environment and a unique opportunity to lead a group of peers. They felt that PAL was more effective than traditional simulations for learning. Faculty reported that students remained engaged and required minimal oversight. Conclusion Unlike other simulations, our combination of brief, student-assisted cases using low-fidelity simulation provides a cost-, resource- and time-effective way to implement a medical student clerkship educational experience. PMID:29383080

A Novel Approach to Medical Student Peer-assisted Learning Through Case-based Simulations.

PubMed

Jauregui, Joshua; Bright, Steven; Strote, Jared; Shandro, Jamie

2018-01-01

Peer-assisted learning (PAL) is the development of new knowledge and skills through active learning support from peers. Benefits of PAL include introduction of teaching skills for students, creation of a safe learning environment, and efficient use of faculty time. We present a novel approach to PAL in an emergency medicine (EM) clerkship curriculum using an inexpensive, tablet-based app for students to cooperatively present and perform low-fidelity, case-based simulations that promotes accountability for student learning, fosters teaching skills, and economizes faculty presence. We developed five clinical cases in the style of EM oral boards. Fourth-year medical students were each assigned a unique case one week in advance. Students also received an instructional document and a video example detailing how to lead a case. During the 90-minute session, students were placed in small groups of 3-5 students and rotated between facilitating their assigned cases and participating as a team for the cases presented by their fellow students. Cases were supplemented with a half-mannequin that can be intubated, airway supplies, and a tablet-based app (SimMon, $22.99) to remotely display and update vital signs. One faculty member rotated among groups to provide additional assistance and clarification. Three EM faculty members iteratively developed a survey, based on the literature and pilot tested it with fourth-year medical students, to evaluate the course. 135 medical students completed the course and course evaluation survey. Learner satisfaction was high with an overall score of 4.6 on a 5-point Likert scale. In written comments, students reported that small groups with minimal faculty involvement provided a safe learning environment and a unique opportunity to lead a group of peers. They felt that PAL was more effective than traditional simulations for learning. Faculty reported that students remained engaged and required minimal oversight. Unlike other simulations, our combination of brief, student-assisted cases using low-fidelity simulation provides a cost-, resource- and time-effective way to implement a medical student clerkship educational experience.

IVHS Institutional Issues and Case Studies, Analysis and Lessons Learned, Final Report

DOT National Transportation Integrated Search

1994-04-01

This 'Analysis and Lessons Learned' report contains observations, conclusions, and recommendations based on the performance of six case studies of Intelligent Vehicle-Highway Systems (IVHS) projects. Information to support the development of the case...

Learning Behavior and Achievement Analysis of a Digital Game-Based Learning Approach Integrating Mastery Learning Theory and Different Feedback Models

ERIC Educational Resources Information Center

Yang, Kai-Hsiang

2017-01-01

It is widely accepted that the digital game-based learning approach has the advantage of stimulating students' learning motivation, but simply using digital games in the classroom does not guarantee satisfactory learning achievement, especially in the case of the absence of a teacher. Integrating appropriate learning strategies into a game can…

The Place of Community-Based Learning in Higher Education: A Case Study of Interchange

ERIC Educational Resources Information Center

Hardwick, Louise

2013-01-01

This article focuses on one strand of community engagement: community-based learning for students. It considers in particular Interchange as a case study. Interchange is a registered charity based in, but independent of, a department in a Higher Education Institution. It brokers between undergraduate research/work projects and Voluntary Community…

An Intelligent E-Learning System Based on Learner Profiling and Learning Resources Adaptation

ERIC Educational Resources Information Center

Tzouveli, Paraskevi; Mylonas, Phivos; Kollias, Stefanos

2008-01-01

Taking advantage of the continuously improving, web-based learning systems plays an important role for self-learning, especially in the case of working people. Nevertheless, learning systems do not generally adapt to learners' profiles. Learners have to spend a lot of time before reaching the learning goal that is compatible with their knowledge…

A One-Year Case Study: Understanding the Rich Potential of Project-Based Learning in a Virtual Reality Class for High School Students

ERIC Educational Resources Information Center

Morales, Teresa M.; Bang, EunJin; Andre, Thomas

2013-01-01

This paper presents a qualitative case analysis of a new and unique, high school, student-directed, project-based learning (PBL), virtual reality (VR) class. In order to create projects, students learned, on an independent basis, how to program an industrial-level VR machine. A constraint was that students were required to produce at least one…

Exploring the relation between online case-based discussions and learning outcomes in dental education.

PubMed

Koole, Sebastiaan; Vervaeke, Stijn; Cosyn, Jan; De Bruyn, Hugo

2014-11-01

Online case-based discussions, parallel to theoretical dental education, have been highly valued by students and supervisors. This study investigated the relation between variables of online group discussions and learning outcomes. At Ghent University in Belgium, undergraduate dental students (years two and three) are required to participate in online case-based discussion groups (five students/group) in conjunction with two theoretical courses on basic periodontics and related therapy. Each week, a patient case is discussed under supervision of a periodontist, who authored the case and performed the treatment. Each case includes treatment history and demand, intra- and extraoral images, and full diagnostic information with periodontal and radiographic status. For this retrospective study, data were obtained for all 252 students in forty-three discussion groups between 2009 and 2012. Spearman's rank correlations were calculated to investigate the relation among group dynamics (number of group posts and views), individual student contributions (number of individual posts, newly introduced elements, questions, and reactions to other posts), supervisors' interventions (number of posts and posed questions), and learning outcomes (examination result). The results showed that learning outcomes were significantly related to the number of student posts (Spearman's rho (ρ)=0.19), newly introduced elements (ρ=0.21), reactions to other posts (ρ=0.14), number of supervisors' interventions (ρ=0.12), and supervisors' questions (ρ=0.20). These results suggest that individual student contributions during online case-based discussions and the provided supervision were related to learning outcomes.

eLearning in education and advanced training in neuroradiology: introduction of a web-based teaching and learning application.

PubMed

Zajaczek, J E W; Götz, F; Kupka, T; Behrends, M; Haubitz, B; Donnerstag, F; Rodt, T; Walter, G F; Matthies, H K; Becker, H

2006-09-01

New information technologies offer the possibility of major improvements in the professional education and advanced training of physicians. The web-based, multimedia teaching and learning application Schoolbook has been created and utilized for neuroradiology. Schoolbook is technically based as a content management system and is realized in a LAMP environment. The content is generated with the help of the developed system and stored in a database. The layout is defined by a PHP application, and the webpages are generated from the system. Schoolbook is realized as an authoring tool so that it can be integrated into daily practice. This enables the teacher to autonomously process the content into the web-based application which is used for lectures, seminars and self-study. A multimedia case library is the central building block of Schoolbook for neuroradiology, whereby the learner is provided with original diagnostic and therapeutic data from numerous individual cases. The user can put individual emphasis on key learning points as there are various ways to work with the case histories. Besides the case-based way of teaching and learning, a systematically structured way of dealing with the content is available. eLearning offers various opportunities for teaching and learning in academic and scientific as well as in economic contexts. Web-based applications such as Schoolbook may be beneficial not only for basic university education but also for the realization of international educational programmes such as the European Master of Medical Science with a major in neuroradiology.

Case-Based Learning in Virtual Groups--Collaborative Problem Solving Activities and Learning Outcomes in a Virtual Professional Training Course

ERIC Educational Resources Information Center

Kopp, Birgitta; Hasenbein, Melanie; Mandl, Heinz

2014-01-01

This article analyzes the collaborative problem solving activities and learning outcomes of five groups that worked on two different complex cases in a virtual professional training course. In this asynchronous virtual learning environment, all knowledge management content was delivered virtually and collaboration took place through forums. To…

An Evaluation of Learning Objects in Singapore Primary Education: A Case Study Approach

ERIC Educational Resources Information Center

Grace, Tay Pei Lyn; Suan, Ng Peck; Wanzhen, Liaw

2008-01-01

Purpose: The purpose of this paper is to evaluate the usability and interface design of e-learning portal developed for primary schools in Singapore. Design/methodology/approach: Using Singapore-based learning EDvantage (LEAD) portal as a case study, this paper reviews and analyses the usability and usefulness of embedded learning objects (LOs)…

Synchronous and Asynchronous E-Language Learning: A Case Study of Virtual University of Pakistan

ERIC Educational Resources Information Center

Perveen, Ayesha

2016-01-01

This case study evaluated the impact of synchronous and asynchronous E-Language Learning activities (ELL-ivities) in an E-Language Learning Environment (ELLE) at Virtual University of Pakistan. The purpose of the study was to assess e-language learning analytics based on the constructivist approach of collaborative construction of knowledge. The…

Teaching Clinical Ophthalmology: Medical Student Feedback on Team Case-Based Versus Lecture Format.

PubMed

Horne, Anupama; Rosdahl, Jullia

Team-based learning with case presentations in small groups in the medical school education setting allows students to be actively engaged and interactive with their peers to work through real-world clinical scenarios. Our objective is to assess the effects of this curriculum on the medical student experience. This study was designed to gather feedback from medical students on an ophthalmology elective regarding their experience with our newly developed team-based learning curriculum. Feedback evaluations were completed by medical students at the end of their elective and consisted of both a Likert scare rating and a free-response section. A total of 30 medical students. Students rated the case-based sessions significantly better than traditional lecture format with respect to the overall learning experience (p = 0.004), enjoyment of learning (p < 0.001), and increasing retention and ability to apply knowledge (p < 0.001). There is a strong preference by medical students for team-based learning within clinical ophthalmology. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Collaborative Learning Utilizing Case-Based Problems

ERIC Educational Resources Information Center

Hilvano, Nestor T.; Mathis, Karen M.; Schauer, Daniel P.

2014-01-01

Engaging students in discussion and creating high impact teaching and learning practices are a challenge in every classroom. Small group discussion and poster presentations were used to solve case-based problems to highlight issues for the learner and to allow each student to demonstrate understanding and application of theory to real life…

State-Based Curriculum-Making: The Illinois Learning Standards

ERIC Educational Resources Information Center

Westbury, Ian

2016-01-01

This case study of the development of the "Illinois Learning Standards" of 1997 parallels a study of the development of the Norwegian compulsory school curriculum of 1997, "Laereplanverket 1997." The pair of case studies is designed to explore the administration of state-based curriculum-making and, in particular, the use of…

Project-Based Learning in Electronic Technology: A Case Study

ERIC Educational Resources Information Center

Li, Li

2015-01-01

A case study of project-based learning (PBL) implemented in Tianjin University of Technology and Education is presented. This multidiscipline project is innovated to meet the novel requirements of industry while keeping its traditional effectiveness in driving students to apply knowledge to practice and problem-solving. The implementation of PBL…

A Novel Method of Case Representation and Retrieval in CBR for E-Learning

ERIC Educational Resources Information Center

Khamparia, Aditya; Pandey, Babita

2017-01-01

In this paper we have discussed a novel method which has been developed for representation and retrieval of cases in case based reasoning (CBR) as a part of e-learning system which is based on various student features. In this approach we have integrated Artificial Neural Network (ANN) with Data mining (DM) and CBR. ANN is used to find the…

An Examination of Online Instructional Practices Based on the Learning Styles of Graduate Education Students

ERIC Educational Resources Information Center

Tonsing-Meyer, Julie

2013-01-01

The purpose of this qualitative case study was to understand the perceptions of online learning based on the learning styles of currently enrolled online graduate education students. Designing courses to provide meaningful experiences based on the learning styles of students, as well as the unique approaches to teaching online is a contemporary…

www.teld.net: Online Courseware Engine for Teaching by Examples and Learning by Doing.

ERIC Educational Resources Information Center

Huang, G. Q.; Shen, B.; Mak, K. L.

2001-01-01

Describes TELD (Teaching by Examples and Learning by Doing), a Web-based online courseware engine for higher education. Topics include problem-based learning; project-based learning; case methods; TELD as a Web server; course materials; TELD as a search engine; and TELD as an online virtual classroom for electronic delivery of electronic…

Problem- and case-based learning in science: an introduction to distinctions, values, and outcomes.

PubMed

Allchin, Douglas

2013-01-01

Case-based learning and problem-based learning have demonstrated great promise in reforming science education. Yet an instructor, in newly considering this suite of interrelated pedagogical strategies, faces a number of important instructional choices. Different features and their related values and learning outcomes are profiled here, including: the level of student autonomy; instructional focus on content, skills development, or nature-of-science understanding; the role of history, or known outcomes; scope, clarity, and authenticity of problems provided to students; extent of collaboration; complexity, in terms of number of interpretive perspectives; and, perhaps most importantly, the role of applying versus generating knowledge.

Problem- and Case-Based Learning in Science: An Introduction to Distinctions, Values, and Outcomes

PubMed Central

Allchin, Douglas

2013-01-01

Case-based learning and problem-based learning have demonstrated great promise in reforming science education. Yet an instructor, in newly considering this suite of interrelated pedagogical strategies, faces a number of important instructional choices. Different features and their related values and learning outcomes are profiled here, including: the level of student autonomy; instructional focus on content, skills development, or nature-of-science understanding; the role of history, or known outcomes; scope, clarity, and authenticity of problems provided to students; extent of collaboration; complexity, in terms of number of interpretive perspectives; and, perhaps most importantly, the role of applying versus generating knowledge. PMID:24006385

Comparison of the effectiveness of two styles of case-based learning implemented in lectures for developing nursing students' critical thinking ability: A randomized controlled trial.

PubMed

Hong, Shaohua; Yu, Ping

2017-03-01

To explore and compare the effectiveness of two styles of case-based learning methods, unfolding nursing case and usual nursing case, implemented in lectures for developing nursing students' critical thinking ability. 122 undergraduate nursing students in four classes were taught the subject of medical nursing for one year. Two classes were randomly assigned as the experimental group and the other two the control group. The experimental group received the lectures presenting unfolding nursing cases and the control group was taught the usual cases. Nineteen case-based lectures were provided in 8 months in two semesters to each group. The two groups started with a similar level of critical thinking ability as tested by the instrument of Critical Thinking Disposition Inventory-Chinese version (CTDI-CV). After receiving 19 case-based learning lectures for 8 months, both groups of students significantly improved their critical thinking ability. The improvement in the experimental group was significantly higher than that in the control group (with the average total score of 303.77±15.24 vs. 288.34±13.94, p<0.05). The experimental group also had significantly better improvement in six out of seven dimensions whereas the control group showed improvement in only three out of seven dimensions of CTDI-CV. The study suggests the feasibility of implementing case-based learning in lectures. Unfolding nursing cases appear to be significantly more effective than the usual nursing cases in developing undergraduate nursing students' critical thinking ability in the subject of medical nursing. Further research can implement the unfolding nursing cases in other nursing subjects. Copyright © 2016 Elsevier Ltd. All rights reserved.

Case-Based Learning with Worked Examples in Complex Domains: Two Experimental Studies in Undergraduate Medical Education

ERIC Educational Resources Information Center

Stark, Robin; Kopp, Veronika; Fischer, Martin R.

2011-01-01

To investigate the effects of example format (erroneous examples vs. correct examples) and feedback format (elaborated feedback vs. knowledge of results feedback) on medical students' diagnostic competence in the context of a web-based learning environment containing case-based worked examples, two studies with a 2 x 2 design were conducted in the…

Interaction between scene-based and array-based contextual cueing.

PubMed

Rosenbaum, Gail M; Jiang, Yuhong V

2013-07-01

Contextual cueing refers to the cueing of spatial attention by repeated spatial context. Previous studies have demonstrated distinctive properties of contextual cueing by background scenes and by an array of search items. Whereas scene-based contextual cueing reflects explicit learning of the scene-target association, array-based contextual cueing is supported primarily by implicit learning. In this study, we investigated the interaction between scene-based and array-based contextual cueing. Participants searched for a target that was predicted by both the background scene and the locations of distractor items. We tested three possible patterns of interaction: (1) The scene and the array could be learned independently, in which case cueing should be expressed even when only one cue was preserved; (2) the scene and array could be learned jointly, in which case cueing should occur only when both cues were preserved; (3) overshadowing might occur, in which case learning of the stronger cue should preclude learning of the weaker cue. In several experiments, we manipulated the nature of the contextual cues present during training and testing. We also tested explicit awareness of scenes, scene-target associations, and arrays. The results supported the overshadowing account: Specifically, scene-based contextual cueing precluded array-based contextual cueing when both were predictive of the location of a search target. We suggest that explicit, endogenous cues dominate over implicit cues in guiding spatial attention.

Learning as It Relates to Addiction Recovery: A Case Study of the Learning Experiences of Men in a Faith-Based Addiction Recovery Program

ERIC Educational Resources Information Center

Voigt, Thomas J. K.

2013-01-01

This case study is about learning as it relates to addiction recovery within the Men's Ministry (a pseudonym) program at an urban, faith-based mission, hereafter referred to as WCM (an acronym). The program is free and long-term residential. Its purpose is to be a "life transformation ministry for troubled men whose lives are out of control…

Towards case-based medical learning in radiological decision making using content-based image retrieval

PubMed Central

2011-01-01

Background Radiologists' training is based on intensive practice and can be improved with the use of diagnostic training systems. However, existing systems typically require laboriously prepared training cases and lack integration into the clinical environment with a proper learning scenario. Consequently, diagnostic training systems advancing decision-making skills are not well established in radiological education. Methods We investigated didactic concepts and appraised methods appropriate to the radiology domain, as follows: (i) Adult learning theories stress the importance of work-related practice gained in a team of problem-solvers; (ii) Case-based reasoning (CBR) parallels the human problem-solving process; (iii) Content-based image retrieval (CBIR) can be useful for computer-aided diagnosis (CAD). To overcome the known drawbacks of existing learning systems, we developed the concept of image-based case retrieval for radiological education (IBCR-RE). The IBCR-RE diagnostic training is embedded into a didactic framework based on the Seven Jump approach, which is well established in problem-based learning (PBL). In order to provide a learning environment that is as similar as possible to radiological practice, we have analysed the radiological workflow and environment. Results We mapped the IBCR-RE diagnostic training approach into the Image Retrieval in Medical Applications (IRMA) framework, resulting in the proposed concept of the IRMAdiag training application. IRMAdiag makes use of the modular structure of IRMA and comprises (i) the IRMA core, i.e., the IRMA CBIR engine; and (ii) the IRMAcon viewer. We propose embedding IRMAdiag into hospital information technology (IT) infrastructure using the standard protocols Digital Imaging and Communications in Medicine (DICOM) and Health Level Seven (HL7). Furthermore, we present a case description and a scheme of planned evaluations to comprehensively assess the system. Conclusions The IBCR-RE paradigm incorporates a novel combination of essential aspects of diagnostic learning in radiology: (i) Provision of work-relevant experiences in a training environment integrated into the radiologist's working context; (ii) Up-to-date training cases that do not require cumbersome preparation because they are provided by routinely generated electronic medical records; (iii) Support of the way adults learn while remaining suitable for the patient- and problem-oriented nature of medicine. Future work will address unanswered questions to complete the implementation of the IRMAdiag trainer. PMID:22032775

Towards case-based medical learning in radiological decision making using content-based image retrieval.

PubMed

Welter, Petra; Deserno, Thomas M; Fischer, Benedikt; Günther, Rolf W; Spreckelsen, Cord

2011-10-27

Radiologists' training is based on intensive practice and can be improved with the use of diagnostic training systems. However, existing systems typically require laboriously prepared training cases and lack integration into the clinical environment with a proper learning scenario. Consequently, diagnostic training systems advancing decision-making skills are not well established in radiological education. We investigated didactic concepts and appraised methods appropriate to the radiology domain, as follows: (i) Adult learning theories stress the importance of work-related practice gained in a team of problem-solvers; (ii) Case-based reasoning (CBR) parallels the human problem-solving process; (iii) Content-based image retrieval (CBIR) can be useful for computer-aided diagnosis (CAD). To overcome the known drawbacks of existing learning systems, we developed the concept of image-based case retrieval for radiological education (IBCR-RE). The IBCR-RE diagnostic training is embedded into a didactic framework based on the Seven Jump approach, which is well established in problem-based learning (PBL). In order to provide a learning environment that is as similar as possible to radiological practice, we have analysed the radiological workflow and environment. We mapped the IBCR-RE diagnostic training approach into the Image Retrieval in Medical Applications (IRMA) framework, resulting in the proposed concept of the IRMAdiag training application. IRMAdiag makes use of the modular structure of IRMA and comprises (i) the IRMA core, i.e., the IRMA CBIR engine; and (ii) the IRMAcon viewer. We propose embedding IRMAdiag into hospital information technology (IT) infrastructure using the standard protocols Digital Imaging and Communications in Medicine (DICOM) and Health Level Seven (HL7). Furthermore, we present a case description and a scheme of planned evaluations to comprehensively assess the system. The IBCR-RE paradigm incorporates a novel combination of essential aspects of diagnostic learning in radiology: (i) Provision of work-relevant experiences in a training environment integrated into the radiologist's working context; (ii) Up-to-date training cases that do not require cumbersome preparation because they are provided by routinely generated electronic medical records; (iii) Support of the way adults learn while remaining suitable for the patient- and problem-oriented nature of medicine. Future work will address unanswered questions to complete the implementation of the IRMAdiag trainer.

Problem-Based Learning and Civic Engagement in Undergraduate Education

ERIC Educational Resources Information Center

Keegan, Louise C.; Losardo, Angela; McCullough, Kim C.

2017-01-01

Problem-based learning and civic engagement are complementary constructivist andragogical approaches that emphasize active learning by guiding students to develop their own understanding and knowledge of a topic through experience and reflection. By providing examples of clinical cases and community-based experiences, these approaches can enhance…

Can Work-Based Learning Add to the Research Inventory of Higher Education? The Case of Collaborative Research

ERIC Educational Resources Information Center

Portwood, Derek

2007-01-01

Work-based learning's preoccupation with developing award-bearing programmes has affected the scope and style of work-based research. While offering development opportunities for work-based research, the emphasis of work-based learning programmes on the individual learner has curtailed the use of collaborative research. This article explores how…

Open and Distance Learning: Case Studies from Industry and Education. Open and Distance Learning Series.

ERIC Educational Resources Information Center

Brown, Stephen C., Ed.

This book contains 14 case studies, written by those involved in the teaching and training initiatives, that illustrate the use of open and distance learning strategies. The case studies, drawn from many parts of the world (but mostly British based), feature efforts in large and small companies in a variety of industries. The first part of the…

Learners' and Teachers' Perceptions of Learning Analytics (LA): A Case Study of Southampton Solent University (SSU)

ERIC Educational Resources Information Center

Khan, Osama

2017-01-01

This paper depicts a perceptual picture of learning analytics based on the understanding of learners and teachers at the SSU as a case study. The existing literature covers technical challenges of learning analytics (LA) and how it creates better social construct for enhanced learning support, however, there has not been adequate research on…

Influence of case-based e-learning on students' performance in point-of-care ultrasound courses: a randomized trial.

PubMed

Hempel, Dorothea; Sinnathurai, Sivajini; Haunhorst, Stephanie; Seibel, Armin; Michels, Guido; Heringer, Frank; Recker, Florian; Breitkreutz, Raoul

2016-08-01

Theoretical knowledge, visual perception, and sensorimotor skills are key elements in ultrasound education. Classroom-based presentations are used routinely to teach theoretical knowledge, whereas visual perception and sensorimotor skills typically require hands-on training (HT). We aimed to compare the effect of classroom-based lectures versus a case-based e-learning (based on clinical cases only) on the hands-on performance of trainees during an emergency ultrasound course. This is a randomized, controlled, parallel-group study. Sixty-two medical students were randomized into two groups [group 1 (G1) and group 2 (G2)]. G1 (n=29) was subjected to a precourse e-learning, based on 14 short screencasts (each 5 min), an on-site discussion (60 min), and a standardized HT session on the day of the course. G2 (n=31) received classroom-based presentations on the day of the course before an identical HT session. Both groups completed a multiple-choice (MC) pretest (test A), a practical postcourse test (objective structured clinical exam), and MC tests directly after the HT (test B) and 1 day after the course (test C). The Mann-Whitney U-test was used for statistical analysis. G1 performed markedly better in test A (median 84.2, 25%; 75% percentile: 68.5; 92.2) compared with G2 (65.8; 53.8; 80.4), who had not participated in case-based e-learning (P=0.0009). No differences were found in the objective structured clinical exam, test B, and test C. e-learning exclusively based on clinical cases is an effective method of education in preparation for HT sessions and can reduce attendance time in ultrasound courses.

Networked Learning for Agricultural Extension: A Framework for Analysis and Two Cases

ERIC Educational Resources Information Center

Kelly, Nick; Bennett, John McLean; Starasts, Ann

2017-01-01

Purpose: This paper presents economic and pedagogical motivations for adopting information and communications technology (ICT)- mediated learning networks in agricultural education and extension. It proposes a framework for networked learning in agricultural extension and contributes a theoretical and case-based rationale for adopting the…

Work-Based Learning: A Practical Approach for Learning to Work and Working to Learn. A Case Study on Decision-Makers' Professional Development in Iran

ERIC Educational Resources Information Center

Arani, Mohammad Reza Sarkar; Alagamandan, Jafar; Tourani, Heidar

2004-01-01

The work-based learning model of human resource development has captured a great deal of attention and has gained increasing importance in higher education in recent years. Work-based learning is a powerful phenomenon that attempts to help policy-makers, managers and curriculum developers improve the quality of the decision and organizational…

Analysing a Web-Based E-Commerce Learning Community: A Case Study in Brazil.

ERIC Educational Resources Information Center

Joia, Luiz Antonio

2002-01-01

Demonstrates the use of a Web-based participative virtual learning environment for graduate students in Brazil enrolled in an electronic commerce course in a Masters in Business Administration program. Discusses learning communities; computer-supported collaborative work and collaborative learning; influences on student participation; the role of…

Co-Regulation and Knowledge Construction in an Online Synchronous Problem Based Learning Setting

ERIC Educational Resources Information Center

Lee, Lila; Lajoie, Susanne P.; Poitras, Eric G.; Nkangu, Miriam; Doleck, Tenzin

2017-01-01

Learning to monitor and regulate one's learning in an academic setting is a task that all students must engage in. Learning in "group" situations requires both self- and co-regulation. This research examines a case study of a small group of medical student interactions during an on-line problem based learning activity (PBL) where…

Leadership Development through Virtual Action Learning: An Evaluation

ERIC Educational Resources Information Center

Aspinwall, Kath; Pedler, Mike; Radcliff, Phil

2018-01-01

This paper presents a case study based on the evaluation of the two VAL (virtual action learning) sets. We report participants learning both leadership and the VAL process based on the basis of telephone interviews. We conclude that what is learned about leadership is connected with how learning takes place and suggest that the content and process…

Problem-Based Learning to Foster Deep Learning in Preservice Geography Teacher Education

ERIC Educational Resources Information Center

Golightly, Aubrey; Raath, Schalk

2015-01-01

In South Africa, geography education students' approach to deep learning has received little attention. Therefore the purpose of this one-shot experimental case study was to evaluate the extent to which first-year geography education students used deep or surface learning in an embedded problem-based learning (PBL) format. The researchers measured…

The Relationships between Problem Design and Learning Process in Problem-Based Learning Environments: Two Cases

ERIC Educational Resources Information Center

Hung, Woei; Mehl, Katherine; Holen, Jodi Bergland

2013-01-01

Some researchers have argued that the design of problems used in a Problem-based Learning (PBL) course or curriculum could have an impact on student learning cognitively or psychologically, such as students' self-directed learning process or engagement. To investigate the relationship between PBL problem design and students' self-directed learning…

The Preliminary Investigation of the Factors that Influence the E-Learning Adoption in Higher Education Institutes: Jordan Case Study

ERIC Educational Resources Information Center

Al-hawari, Maen; Al-halabi, Sanaa

2010-01-01

Creativity and high performance in learning processes are the main concerns of educational institutions. E-learning contributes to the creativity and performance of these institutions and reproduces a traditional learning model based primarily on knowledge transfer into more innovative models based on collaborative learning. In this paper, the…

Unifying Heterogeneous E-Learning Modalities in a Single Platform: CADI, a Case Study

ERIC Educational Resources Information Center

Cabrera-Lozoya, Andres; Cerdan, Fernando; Cano, Maria-Dolores; Garcia-Sanchez, Diego; Lujan, Sergio

2012-01-01

Current e-learning forms are commonly based on improving the learning process through the enhancement of certain skills in students, such as collaborative, competitive or problem-based learning. However, it seems that there is still no e-learning "formula" that gathers the implementation of a number of more generic educational principles in a…

Cases, Simulacra, and Semantic Web Technologies

ERIC Educational Resources Information Center

Carmichael, P.; Tscholl, M.

2013-01-01

"Ensemble" is an interdisciplinary research and development project exploring the potential role of emerging Semantic Web technologies in case-based learning across learning environments in higher education. Empirical findings have challenged the claim that cases "bring reality into the classroom" and that this, in turn, might…

The role of professional knowledge in case-based reasoning in practical ethics.

PubMed

Pinkus, Rosa Lynn; Gloeckner, Claire; Fortunato, Angela

2015-06-01

The use of case-based reasoning in teaching professional ethics has come of age. The fields of medicine, engineering, and business all have incorporated ethics case studies into leading textbooks and journal articles, as well as undergraduate and graduate professional ethics courses. The most recent guidelines from the National Institutes of Health recognize case studies and face-to-face discussion as best practices to be included in training programs for the Responsible Conduct of Research. While there is a general consensus that case studies play a central role in the teaching of professional ethics, there is still much to be learned regarding how professionals learn ethics using case-based reasoning. Cases take many forms, and there are a variety of ways to write them and use them in teaching. This paper reports the results of a study designed to investigate one of the issues in teaching case-based ethics: the role of one's professional knowledge in learning methods of moral reasoning. Using a novel assessment instrument, we compared case studies written and analyzed by three groups of students whom we classified as: (1) Experts in a research domain in bioengineering. (2) Novices in a research domain in bioengineering. (3) The non-research group--students using an engineering domain in which they were interested but had no in-depth knowledge. This study demonstrates that a student's level of understanding of a professional knowledge domain plays a significant role in learning moral reasoning skills.

Case-Based Modeling for Learning Management and Interpersonal Skills

ERIC Educational Resources Information Center

Lyons, Paul

2008-01-01

This article offers an introduction to case-based modeling (CBM) and a demonstration of the efficacy of this instructional model. CBM is grounded primarily in the concepts and theory of experiential learning, augmented by concepts of script creation. Although it is labor intensive, the model is one that has value for instruction in various…

Web-Based Case Conferencing for Preservice Teacher Education: Electronic Discourse from the Field.

ERIC Educational Resources Information Center

Bonk, Curtis Jay; Malikowski, Steve; Angeli, Charoula; East, Judy

1998-01-01

The purpose of this study was to foster preservice teacher learning of educational psychology by creating a Web-based learning community using actual case situations experienced during field observations. Participants (146 undergraduate students) were assigned to two electronic-conferencing groups where they generated teaching vignettes related to…

Problem-Based Learning in Online Environments

ERIC Educational Resources Information Center

An, Yun-Jo; Reigeluth, Charles M.

2008-01-01

This study examined 3 graduate-level online courses that utilized problem-based learning (PBL), considering each course as a case. Beyond describing how PBL was implemented in each case, this study identified what worked (strengths) and did not work (weaknesses) in the PBL and explored how the PBL could be improved (improvements) by collecting…

Arts-Based Learning and Leadership Development: A Case Study

ERIC Educational Resources Information Center

Brenner, Michael Yoel

2010-01-01

This qualitative case study was designed to explore how participants in an arts-based leadership development program learned to draw on their right brain capabilities in order to develop the creative competencies required to solve complex modern-day problems in new and different ways. The rationale for this study emerges from the researcher's…

An Exploratory Multiple Case Study about Using Game-Based Learning in STEM Classrooms

ERIC Educational Resources Information Center

Vu, Phu; Feinstein, Sheryl

2017-01-01

This exploratory multiple case study attempted to examine whether game-based learning activities had any impacts on students' academic performances and behaviors, and what perceptions the teachers had toward implementing games into their classrooms. Data used in this study included 101 students' pre and post-test scores, and four structured…

Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes toward Chemistry

ERIC Educational Resources Information Center

Cam, Aylin; Geban, Omer

2011-01-01

The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed chemistry instruction on eleventh grade students' epistemological beliefs and their attitudes toward chemistry as a school subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes…

Does Online Game-Based Learning Work in Formal Education at School? A Case Study of VISOLE

ERIC Educational Resources Information Center

Jong, Morris S. Y.

2015-01-01

VISOLE (Virtual Interactive Student-Oriented Environment) is a teacher-facilitated pedagogical approach to integrating constructivist online game-based learning into formal curriculum teaching in school education. This paper reports a case study on the implementation of VISOLE in secondary Geography education. We compared the pedagogical…

Impact of Case-Based Instruction on Student Teachers' Reflection on Facilitating Children's Learning

ERIC Educational Resources Information Center

Rosen, Dina

2008-01-01

The purpose of this original quasi-experimental research was to investigate the potential for using case-based instruction during the student teaching seminar as a means for promoting practicum student teachers' critical reflection about facilitating children's learning. In addition, the study explored the impact of varied modes for delivering…

Experiential Learning of Robotics Fundamentals Based on a Case Study of Robot-Assisted Stereotactic Neurosurgery

ERIC Educational Resources Information Center

Faria, Carlos; Vale, Carolina; Machado, Toni; Erlhagen, Wolfram; Rito, Manuel; Monteiro, Sérgio; Bicho, Estela

2016-01-01

Robotics has been playing an important role in modern surgery, especially in procedures that require extreme precision, such as neurosurgery. This paper addresses the challenge of teaching robotics to undergraduate engineering students, through an experiential learning project of robotics fundamentals based on a case study of robot-assisted…

Holy COW: Scaffolding Case Based Conferencing on the Web with Preservice Teachers.

ERIC Educational Resources Information Center

Bonk, Curtis J.; Angeli, Charoula; Malikowski, Steve R.; Supplee, Lauren

2001-01-01

This study on the effects of scaffolding electronic case-based learning on preservice teacher education explored the use of an asynchronous computer conferencing tool called COW (Conferencing on the Web) to determine whether open-ended learning environments that encouraged critical thinking could foster a greater degree of course connections and…

Use of Case-Based Learning in Dental Hygiene Curricula.

ERIC Educational Resources Information Center

Vaughan, Dina Agnone; DeBiase, Christina B.; Gibson-Howell, Joan C.

1998-01-01

A survey investigated the extent of use of case-based learning in 141 dental hygiene programs. A majority of responding schools use the approach, most frequently in clinical dental hygiene, community dental health, and dental science courses. Proportion of instructional time was greatest in the content areas of special needs, ethics, medical…

Modeling vs. Coaching of Argumentation in a Case-Based Learning Environment.

ERIC Educational Resources Information Center

Li, Tiancheng; And Others

The major purposes of this study are: (1) to investigate and compare the effectiveness of two instructional strategies, modeling and coaching on helping students to articulate and support their decisions in a case-based learning environment; (2) to compare the effectiveness of modeling and coaching on helping students address essential criteria in…

Work-Based Learning: A New Higher Education?

ERIC Educational Resources Information Center

Boud, David, Ed.; Solomon, Nicky, Ed.

This three-part book contains 16 chapters exploring work-based learning from a theoretical and case-study perspective in the United Kingdom. Part 1, Framing Work-based Learning, contains the following four chapters: "New Practices for New Times" (David Boud, Nicky Solomon, and Colin Symes); "Repositioning Universities and Work"…

Theme-Based Project Learning: Design and Application of Convergent Science Experiments

ERIC Educational Resources Information Center

Chun, Man-Seog; Kang, Kwang Il; Kim, Young H.; Kim, Young Mee

2015-01-01

This case study aims to verify the benefits of theme-based project learning for convergent science experiments. The study explores the possibilities of enhancing creative, integrated and collaborative teaching and learning abilities in science-gifted education. A convergent project-based science experiment program of physics, chemistry and biology…

Project-Based Learning and Student Knowledge Construction during Asynchronous Online Discussion

ERIC Educational Resources Information Center

Koh, Joyce Hwee Ling; Herring, Susan C.; Hew, Khe Foon

2010-01-01

Project-based learning engages students in problem solving through artefact design. However, previous studies of online project-based learning have focused primarily on the dynamics of online collaboration; students' knowledge construction throughout this process has not been examined thoroughly. This case study analyzed the relationship between…

Mining Temporal Patterns to Improve Agents Behavior: Two Case Studies

NASA Astrophysics Data System (ADS)

Fournier-Viger, Philippe; Nkambou, Roger; Faghihi, Usef; Nguifo, Engelbert Mephu

We propose two mechanisms for agent learning based on the idea of mining temporal patterns from agent behavior. The first one consists of extracting temporal patterns from the perceived behavior of other agents accomplishing a task, to learn the task. The second learning mechanism consists in extracting temporal patterns from an agent's own behavior. In this case, the agent then reuses patterns that brought self-satisfaction. In both cases, no assumption is made on how the observed agents' behavior is internally generated. A case study with a real application is presented to illustrate each learning mechanism.

Integrated Planning Model (IPM) Base Case v.4.10

EPA Pesticide Factsheets

Learn about EPA's IPM Base Case v.4.10, including Proposed Transport Rule results, documentation, the National Electric Energy Data System (NEEDS) database and user's guide, and run results using previous base cases.

Comparison of case-based and lecture-based learning in dental education using the SOLO taxonomy.

PubMed

Ilgüy, Mehmet; Ilgüy, Dilhan; Fişekçioğlu, Erdoğan; Oktay, Inci

2014-11-01

The aim of this study was to compare the impact of case-based learning (CBL) and lecture-based learning (LBL) on fourth-year dental students' clinical decision making by using the Structure of Observed Learning Outcome (SOLO) taxonomy. Participants in the study were fourth-year dental students (n=55) in academic year 2012-13 taught in a large-group LBL context and fourth-year dental students (n=54) in academic year 2013-14 taught with the CBL methodology; both took place in the oral diseases course at Yeditepe University Faculty of Dentistry, Istanbul, Turkey. All eligible students participated, for a 100 percent response rate. A real case was presented to the students in both groups to assess their clinical decision making on the topic of oral diseases. Their performance was evaluated with the SOLO taxonomy. Student t-test was used for statistical evaluation, and significance was set at the p<0.05 level. A statistically significant difference was found between the mean scores of the relational and extended abstract categories of the CBL and LBL groups (p<0.05). Students who were taught with CBL had higher scores at the top two levels of the SOLO taxonomy than students taught with LBL. These findings suggest that an integrated case-based curriculum may be effective in promoting students' deep learning and it holds promise for better integration of clinical cases likely to be encountered during independent practice.

Taking a Step to Identify How to Create Professional Learning Communities--Report of a Case Study of a Korean Public High School on How to Create and Sustain a School-Based Teacher Professional Learning Community

ERIC Educational Resources Information Center

Ahn, Joonkil

2017-01-01

This study intends to identify some key factors in creating and sustaining school-based teacher professional learning communities (PLCs) through a case study of a South Korean public high school. To achieve this, the study identified some essential infrastructure, preparation, and necessary social organization for creating PLCs. The ideal unit and…

University of Wolverhampton Case Study: Embedding Practical Work-Based Modules into a Traditionally, Theoretical Programme

ERIC Educational Resources Information Center

Nicholls, Emma; Walsh, Margaret

2007-01-01

Purpose: This case study aims to provide a critical evaluation of the decision by the University of Wolverhampton's School of Legal Studies to develop a number of work-based learning modules, offered as part of the undergraduate programme. It seeks to examine why the School has taken the approach of embedding work-based learning into what has…

The Use of Wireless Technology to Augment Problem-Based Learning in Special Education Preservice Teacher Training

ERIC Educational Resources Information Center

Blackbourn, J. M.; Fillingim, Jennifer G.; McCelland, Susan; Elrod, G. Franklin; Medley, Meagan B.; Kritsonis, Mary Alice; Ray, Jan

2008-01-01

This study examines the use of wireless laptop technology to support the application of problem-based learning (PBL) in a special education methods course. This field based course used a progressive disclosure process in weekly seminars to address issues posed in a case study. Eight scenarios, all related to the case, were presented to upper level…

Jobs to Manufacturing Careers: Work-Based Courses. Work-Based Learning in Action

ERIC Educational Resources Information Center

Kobes, Deborah

2016-01-01

This case study, one of a series of publications exploring effective and inclusive models of work-based learning, finds that work-based courses bring college to the production line by using the job as a learning lab. Work-based courses are an innovative way to give incumbent workers access to community college credits and degrees. They are…

Designing, Developing and Implementing a Software Tool for Scenario Based Learning

ERIC Educational Resources Information Center

Norton, Geoff; Taylor, Mathew; Stewart, Terry; Blackburn, Greg; Jinks, Audrey; Razdar, Bahareh; Holmes, Paul; Marastoni, Enrique

2012-01-01

The pedagogical value of problem-based and inquiry-based learning activities has led to increased use of this approach in many courses. While scenarios or case studies were initially presented to learners as text-based material, the development of modern software technology provides the opportunity to deliver scenarios as e-learning modules,…

Designing Multimedia Learning Application with Learning Theories: A Case Study on a Computer Science Subject with 2-D and 3-D Animated Versions

ERIC Educational Resources Information Center

Rias, Riaza Mohd; Zaman, Halimah Badioze

2011-01-01

Higher learning based instruction may be primarily concerned in most cases with the content of their academic lessons, and not very much with their instructional delivery. However, the effective application of learning theories and technology in higher education has an impact on student performance. With the rapid progress in the computer and…

Assessing the Effectiveness of Case-Based Collaborative Learning via Randomized Controlled Trial.

PubMed

Krupat, Edward; Richards, Jeremy B; Sullivan, Amy M; Fleenor, Thomas J; Schwartzstein, Richard M

2016-05-01

Case-based collaborative learning (CBCL) is a novel small-group approach that borrows from team-based learning principles and incorporates elements of problem-based learning (PBL) and case-based learning. CBCL includes a preclass readiness assurance process and case-based in-class activities in which students respond to focused, open-ended questions individually, discuss their answers in groups of 4, and then reach consensus in larger groups of 16. This study introduces CBCL and assesses its effectiveness in one course at Harvard Medical School. In a 2013 randomized controlled trial, 64 medical and dental student volunteers were assigned randomly to one of four 8-person PBL tutorial groups (control; n = 32) or one of two 16-person CBCL tutorial groups (experimental condition; n = 32) as part of a required first-year physiology course. Outcomes for the PBL and CBCL groups were compared using final exam scores, student responses to a postcourse survey, and behavioral coding of portions of video-recorded class sessions. Overall, the course final exam scores for CBCL and PBL students were not significantly different. However, CBCL students whose mean exam performance in prior courses was below the participant median scored significantly higher than their PBL counterparts on the physiology course final exam. The most common adjectives students used to describe CBCL were "engaging," "fun," and "thought-provoking." Coding of observed behaviors indicated that individual affect was significantly higher in the CBCL groups than in the PBL groups. CBCL is a viable, engaging, active learning method. It may particularly benefit students with lower academic performance.

Investigating the Link between Self Directed Learning Readiness and Project-Based Learning Outcomes: The Case of International Masters Students in an Engineering Management Course

ERIC Educational Resources Information Center

Stewart, Rodney A.

2007-01-01

Modern learning approaches increasingly have fewer structured learning activities and more self-directed learning tasks guided through consultation with academics. Such tasks are predominately project-/problem-based where the student is required to follow a freely guided road map to self discovery while simultaneously achieving desired learning…

Meta Cognition as a Means for Dialogue, Self Regulation and Learning--A Case Study from an Implementation of Problem-Based Learning

ERIC Educational Resources Information Center

Venkatachary, Ranga; Kumar, Muthu

2005-01-01

One of the key arguments for problem-based learning as a holistic, learner centred pedagogical method rests on the premise it addresses multiple facets of learner development rather than decontextualised, content related learning outcomes. Fostering meta-cognitive ability in an attempt to develop self regulatory, autonomous learning habits is an…

When Collaborative Learning Meets Nature: Collaborative Learning as a Meaningful Learning Tool in the Ecology Inquiry Based Project

ERIC Educational Resources Information Center

Rozenszayn, Ronit; Assaraf, Orit Ben-Zvi

2011-01-01

This research suggests utilizing collaborative learning among high school students for better performance on ecology inquiry-based projects. A case study of nine 12th grade students who participated in collaborative learning sessions in the open field and in class is examined. The results show that the students concentrated on discussing the…

Adding Learning to Knowledge-Based Systems: Taking the "Artificial" Out of AI

Treesearch

Daniel L. Schmoldt

1997-01-01

Both, knowledge-based systems (KBS) development and maintenance require time-consuming analysis of domain knowledge. Where example cases exist, KBS can be built, and later updated, by incorporating learning capabilities into their architecture. This applies to both supervised and unsupervised learning scenarios. In this paper, the important issues for learning systems-...

Learning "Rules" of Practice within the Context of the Practicum Triad: A Case Study of Learning to Teach

ERIC Educational Resources Information Center

Chalies, Sebastien; Escalie, Guillaume; Stefano, Bertone; Clarke, Anthony

2012-01-01

This case study sought to determine the professional development circumstances in which a preservice teacher learned rules of practice (Wittgenstein, 1996) on practicum while interacting with a cooperating teacher and university supervisor. Borrowing from a theoretical conceptualization of teacher professional development based on the postulates…

The Case of Thyroid Hormones: How to Learn Physiology by Solving a Detective Case

ERIC Educational Resources Information Center

Lellis-Santos, Camilo; Giannocco, Gisele; Nunes, Maria Tereza

2011-01-01

Thyroid diseases are prevalent among endocrine disorders, and careful evaluation of patients' symptoms is a very important part in their diagnosis. Developing new pedagogical strategies, such as problem-based learning (PBL), is extremely important to stimulate and encourage medical and biomedical students to learn thyroid physiology and identify…

Participatory Evaluation and Learning: A Case Example Involving Ripple Effects Mapping of a Tourism Assessment Program

ERIC Educational Resources Information Center

Bhattacharyya, Rani; Templin, Elizabeth; Messer, Cynthia; Chazdon, Scott

2017-01-01

Engaging communities through research-based participatory evaluation and learning methods can be rewarding for both a community and Extension. A case study of a community tourism development program evaluation shows how participatory evaluation and learning can be mutually reinforcing activities. Many communities value the opportunity to reflect…

Advancing Higher Education with Mobile Learning Technologies: Cases, Trends, and Inquiry-Based Methods

ERIC Educational Resources Information Center

Keengwe, Jared, Ed.; Maxfield, Marian B., Ed.

2015-01-01

Rapid advancements in technology are creating new opportunities for educators to enhance their classroom techniques with digital learning resources. Once used solely outside of the classroom, smartphones, tablets, and e-readers are becoming common in many school settings. "Advancing Higher Education with Mobile Learning Technologies: Cases,…

Online virtual-patient cases versus traditional problem-based learning in advanced pharmacy practice experiences.

PubMed

Al-Dahir, Sara; Bryant, Kendrea; Kennedy, Kathleen B; Robinson, Donna S

2014-05-15

To evaluate the efficacy of faculty-led problem-based learning (PBL) vs online simulated-patient case in fourth-year (P4) pharmacy students. Fourth-year pharmacy students were randomly assigned to participate in either online branched-case learning using a virtual simulation platform or a small-group discussion. Preexperience and postexperience student assessments and a survey instrument were completed. While there were no significant differences in the preexperience test scores between the groups, there was a significant increase in scores in both the virtual-patient group and the PBL group between the preexperience and postexperience tests. The PBL group had higher postexperience test scores (74.8±11.7) than did the virtual-patient group (66.5±13.6) (p=0.001). The PBL method demonstrated significantly greater improvement in postexperience test scores than did the virtual-patient method. Both were successful learning methods, suggesting that a diverse approach to simulated patient cases may reach more student learning styles.

A Compound LAMS-MOODLE Environment to Support Collaborative Project-Based Learning: A Case Study with the Group Investigation Method

ERIC Educational Resources Information Center

Paschalis, Giorgos

2017-01-01

Collaborative project-based learning is well established as a component of several courses in higher education, since it seems to motivate students and make them active in the learning process. Collaborative Project-Based Learning methods are demanded so that tutors become able to intervene and guide the students in flexible ways: by encouraging…

Teaching psychosomatic medicine using problem-based learning and role-playing.

PubMed

Heru, Alison M

2011-01-01

Problem-based learning (PBL) has been implemented in medical education world-wide. Despite its popularity, it has not been generally considered useful for residency programs. The author presents a model for the implementation of PBL in residency programs. The author presents a description of a PBL curriculum for teaching psychosomatic medicine to PGY 2 members in a psychiatry training program. The goals of PBL are to encourage self-directed learning; enhance curiosity, using case-based, contextualized learning; promote collaborative practice; and support patient-centered care. The addition of role-playing exercises helps PGY 2 residents to develop their skills from simply developing a differential diagnosis to being able to construct biopsychosocial formulations, and it provides these residents an opportunity to practice presenting case formulations to the patient and family. Residents and faculty enjoyed the PBL role-playing sessions. Residents wanted the learning objectives given to them rather than generating their own learning objectives, to move through the cases faster, and to receive more information and more cases. Teaching psychosomatic medicine, using PBL and role-playing, allows many of the proposed Academy of Psychosomatic Medicine residency core competencies to be met. However, further refinement of the PBL method needs to take place in order to adapt its use to residency programs.

The networked student: A design-based research case study of student constructed personal learning environments in a middle school science course

NASA Astrophysics Data System (ADS)

Drexler, Wendy

This design-based research case study applied a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted emerging Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. The personal learning environments constructed used Application Programming Interface (API) widgets to access, organize, and synthesize content from a number of educational Internet resources and social network connections. This study examined the nature of personal learning environments; the processes students go through during construction, and patterns that emerged. The project was documented from both an instructional and student-design perspective. Findings revealed that students applied the processes of: practicing digital responsibility; practicing digital literacy; organizing content; collaborating and socializing; and synthesizing and creating. These processes informed a model of the networked student that will serve as a framework for future instructional designs. A networked learning approach that incorporates these processes into future designs has implications for student learning, teacher roles, professional development, administrative policies, and delivery. This work is significant in that it shifts the focus from technology innovations based on tools to student empowerment based on the processes required to support learning. It affirms the need for greater attention to digital literacy and responsibility in K12 schools as well as consideration for those skills students will need to achieve success in the 21st century. The design-based research case study provides a set of design principles for teachers to follow when facilitating student construction of personal learning environments.

The Engagement Tree: Arts-Based Pedagogies for Environmental Learning

ERIC Educational Resources Information Center

Davis, Susan

2018-01-01

This case study reports on an arts-based project called "Tree-Mappa," one that sought to engage primary-school children in learning about their local environment through significant trees. Pedagogical approaches featured the use of arts-based strategies as the means for activating cognitive and affective responses and learning. The frame…

Learning Approaches and Outcome-Based Teaching and Learning: A Case Study in Hong Kong, China

ERIC Educational Resources Information Center

Pang, Mary; Ho, To Ming; Man, Ryan

2009-01-01

Outcome-based education is a pedagogical process which focuses on the achievement of certain specified results. Outcome-based teaching and learning (OBTL), therefore, is concerned with curriculum design and ensuring that the contents, delivery, activities, and assessments are all aligned to help facilitate students to attain specific intended…

Systematizing Scaffolding for Problem-Based Learning: A View from Case-Based Reasoning

ERIC Educational Resources Information Center

Tawfik, Andrew A.; Kolodner, Janet L.

2016-01-01

Current theories and models of education often argue that instruction is best administered when knowledge is situated within a context. Problem-based learning (PBL) provides an approach to education that has particularly powerful affordances for learning disciplinary content and practices by solving authentic problems within a discipline. However,…

School-Based Instructional Rounds: Improving Teaching and Learning across Classrooms

ERIC Educational Resources Information Center

Teitel, Lee

2013-01-01

In "School-Based Instructional Rounds," Teitel offers detailed case studies of five different models of school-based rounds and investigates critical learning from each. Instructional rounds--one of the most innovative and powerful approaches to improving teaching and learning--has been taken up by districts across the country and around…

A Pilot Study: Facilitating Cross-Cultural Understanding with Project-Based Collaborative Learning in an Online Environment

ERIC Educational Resources Information Center

Shadiev, Rustam; Hwang, Wu-Yuin; Huang, Yueh-Min

2015-01-01

This study investigated three aspects: how project-based collaborative learning facilitates cross-cultural understanding; how students perceive project-based collaborative learning implementation in a collaborative cyber community (3C) online environment; and what types of communication among students are used. A qualitative case study approach…

Can Inquiry-Based Learning Strengthen the Links between Teaching and Disciplinary Research?

ERIC Educational Resources Information Center

Spronken-Smith, Rachel; Walker, Rebecca

2010-01-01

Inquiry-based learning has been promoted as a student-centred approach that can strengthen the links between teaching and research. This article examines the potential of inquiry-based learning to strengthen the teaching-research nexus by analysing three case studies: a "structured inquiry" third-year endocrinology medicine module, a…

Hybrid Problem-Based Learning in Digital Image Processing: A Case Study

ERIC Educational Resources Information Center

Tan, Songxin; Shen, Zixing

2018-01-01

Contribution: This paper reports a curriculum development in hybrid problem-based learning (h-PBL), addresses the design, implementation, effectiveness, and assessment issues of h-PBL, and explains the mixed results observed regarding the impact of problem-based learning (PBL) on student grades from a hybrid perspective. Background: The effect of…

Integration of advanced technologies to enhance problem-based learning over distance: Project TOUCH.

PubMed

Jacobs, Joshua; Caudell, Thomas; Wilks, David; Keep, Marcus F; Mitchell, Steven; Buchanan, Holly; Saland, Linda; Rosenheimer, Julie; Lozanoff, Beth K; Lozanoff, Scott; Saiki, Stanley; Alverson, Dale

2003-01-01

Distance education delivery has increased dramatically in recent years as a result of the rapid advancement of communication technology. The National Computational Science Alliance's Access Grid represents a significant advancement in communication technology with potential for distance medical education. The purpose of this study is to provide an overview of the TOUCH project (Telehealth Outreach for Unified Community Health; http://hsc.unm.edu/touch) with special emphasis on the process of problem-based learning case development for distribution over the Access Grid. The objective of the TOUCH project is to use emerging Internet-based technology to overcome geographic barriers for delivery of tutorial sessions to medical students pursuing rotations at remote sites. The TOUCH project also is aimed at developing a patient simulation engine and an immersive virtual reality environment to achieve a realistic health care scenario enhancing the learning experience. A traumatic head injury case is developed and distributed over the Access Grid as a demonstration of the TOUCH system. Project TOUCH serves as an example of a computer-based learning system for developing and implementing problem-based learning cases within the medical curriculum, but this system should be easily applied to other educational environments and disciplines involving functional and clinical anatomy. Future phases will explore PC versions of the TOUCH cases for increased distribution. Copyright 2003 Wiley-Liss, Inc.

A Method of Developing and Introducing Case-Based Learning to a Preclinical Veterinary Curriculum

ERIC Educational Resources Information Center

Crowther, Emma; Baillie, Sarah

2016-01-01

Case-based learning (CBL) has been introduced as part of a major review of the veterinary curriculum at the University of Bristol. The initial aim was to improve integration between all first year subjects, i.e., basic science disciplines (anatomy, physiology, and biochemistry), animal management, and professional studies, while highlighting the…

Using Analytics to Transform a Problem-Based Case Library: An Educational Design Research Approach

ERIC Educational Resources Information Center

Schmidt, Matthew; Tawfik, Andrew A.

2018-01-01

This article describes the iterative design, development, and evaluation of a case-based learning environment focusing on an ill-structured sales management problem. We discuss our processes and situate them within the broader framework of educational design research. The learning environment evolved over the course of three design phases. A…

Design and Facilitation of Problem-Based Learning in Graduate Teacher Education: An MA TESOL Case

ERIC Educational Resources Information Center

Caswell, Cynthia Ann

2016-01-01

This exploratory, evaluative case study introduces a new context for problem-based learning (PBL) involving an iterative, modular approach to curriculum-wide delivery of PBL in an MA TESOL program. The introduction to the curriculum context provides an overview of the design and delivery features particular to the situation. The delivery approach…

Effectiveness of Case-Based Learning Instruction on Pre-Service Teachers' Chemistry Motivation and Attitudes toward Chemistry

ERIC Educational Resources Information Center

Çam, Aylin; Geban, Ömer

2017-01-01

Background: The development of primary pre-service teachers' chemistry motivation and attitudes toward chemistry were examined in order to develop their science literacy using case-based learning. Students' ideas were emphasized, real-life situations were discussed, and students could share their ideas and knowledge with peers; as a result,…

Using Problem-Based Learning Software with At-Risk Students: A Case Study

ERIC Educational Resources Information Center

Samsonov, Pavel; Pedersen, Susan; Hill, Christine L.

2006-01-01

In an extension of research examining student-centered pedagogy, the present case study examined how at-risk students used Alien Rescue, a problem-based learning (PBL) software program for middle school science. Twenty-nine participants were observed and interviewed over the twelve class days in which they were engaged in Alien Rescue. Students'…

Combined Application of Study Design and Case-Based Learning Comprehensive Model in Epidemiology Teaching

ERIC Educational Resources Information Center

Shi, Xiuquan; Zhou, Yanna; Wang, Haiyan; Wang, Tao; Nie, Chan; Shi, Shangpeng

2017-01-01

This paper aims to conduct the SD-CBL (study design with the case based learning, SD-CBL) in Epidemiology teaching and evaluate its effect. Students from five classes were recruited, and a combined comprehensive teaching model of SD-CBL was used in the "Injury Epidemiology" chapter, while other chapters in "Epidemiology"…

An Evaluative Case Study of Project-Based Learning in High School Vocational Education

ERIC Educational Resources Information Center

Tanner, Andrea P.

2012-01-01

There is growing apprehension among business people, educators, and government policy makers regarding the gap between the skills and knowledge needed for success in the workforce and those provided in school. The purpose of this qualitative evaluative case study was to investigate the effectiveness of project-based learning (PBL) in the…

Teaching Law and Theory through Context: Contract Clauses in Legal Studies Education

ERIC Educational Resources Information Center

DiMatteo, Larry A.; Anenson, T. Leigh

2007-01-01

Business professors in the twenty-first century have been engaging in another form of problem-based pedagogy to unite business school and business practice. This teaching methodology, called "active learning," has become the new case method in college courses. Like the case-based approach, active learning bridges the gap between theory and…

Case-Based Planning: An Integrated Theory of Planning, Learning and Memory

DTIC Science & Technology

1986-10-01

rtvoeoo oldo II nocomtmry and Idonltly by block numbor) planning Case-based reasoning learning Artificial Intelligence 20. ABSTRACT (Conllnum...Computational Model of Analogical Prob- lem Solving, Proceedings of the Seventh International Joint Conference on Artificial Intelligence ...Understanding and Generalizing Plans., Proceedings of the Eight Interna- tional Joint Conference on Artificial Intelligence , IJCAI, Karlsrhue, Germany

Implementing Problem-Based Learning in an Undergraduate Psychology Course

ERIC Educational Resources Information Center

Searight, H. Russell; Searight, Barbara K.

2009-01-01

Problem-based learning (PBL) is a small-group pedagogical technique widely used in fields such as business, medicine, engineering, and architecture. In PBL, pre-written cases are used to teach core course content. PBL advocates state that course material is more likely to be retained and applied when presented as cases reflecting "real life"…

[Case-based interactive PACS learning: introduction of a new concept for radiological education of students].

PubMed

Scherer, A; Kröpil, P; Heusch, P; Buchbender, C; Sewerin, P; Blondin, D; Lanzman, R S; Miese, F; Ostendorf, B; Bölke, E; Mödder, U; Antoch, G

2011-11-01

Medical curricula are currently being reformed in order to establish superordinated learning objectives, including, e.g., diagnostic, therapeutic and preventive competences. This requires a shifting from traditional teaching methods towards interactive and case-based teaching concepts. Conceptions, initial experiences and student evaluations of a novel radiological course Co-operative Learning In Clinical Radiology (CLICR) are presented in this article. A novel radiological teaching course (CLICR course), which combines different innovative teaching elements, was established and integrated into the medical curriculum. Radiological case vignettes were created for three clinical teaching modules. By using a PC with PACS (Picture Archiving and Communication System) access, web-based databases and the CASUS platform, a problem-oriented, case-based and independent way of learning was supported as an adjunct to the well established radiological courses and lectures. Student evaluations of the novel CLICR course and the radiological block course were compared. Student evaluations of the novel CLICR course were significantly better compared to the conventional radiological block course. Of the participating students 52% gave the highest rating for the novel CLICR course concerning the endpoint overall satisfaction as compared to 3% of students for the conventional block course. The innovative interactive concept of the course and the opportunity to use a web-based database were favorably accepted by the students. Of the students 95% rated the novel course concept as a substantial gain for the medical curriculum and 95% also commented that interactive working with the PACS and a web-based database (82%) promoted learning and understanding. Interactive, case-based teaching concepts such as the presented CLICR course are considered by both students and teachers as useful extensions to the radiological course program. These concepts fit well into competence-oriented curricula.

Case-based ethics instruction: the influence of contextual and individual factors in case content on ethical decision-making.

PubMed

Bagdasarov, Zhanna; Thiel, Chase E; Johnson, James F; Connelly, Shane; Harkrider, Lauren N; Devenport, Lynn D; Mumford, Michael D

2013-09-01

Cases have been employed across multiple disciplines, including ethics education, as effective pedagogical tools. However, the benefit of case-based learning in the ethics domain varies across cases, suggesting that not all cases are equal in terms of pedagogical value. Indeed, case content appears to influence the extent to which cases promote learning and transfer. Consistent with this argument, the current study explored the influences of contextual and personal factors embedded in case content on ethical decision-making. Cases were manipulated to include a clear description of the social context and the goals of the characters involved. Results indicated that social context, specifically the description of an autonomy-supportive environment, facilitated execution of sense making processes and resulted in greater decision ethicality. Implications for designing optimal cases and case-based training programs are discussed.

Case-Based Web Learning Versus Face-to-Face Learning: A Mixed-Method Study on University Nursing Students.

PubMed

Chan, Aileen Wai-Kiu; Chair, Sek-Ying; Sit, Janet Wing-Hung; Wong, Eliza Mi-Ling; Lee, Diana Tze-Fun; Fung, Olivia Wai-Man

2016-03-01

Case-based learning (CBL) is an effective educational method for improving the learning and clinical reasoning skills of students. Advances in e-learning technology have supported the development of the Web-based CBL approach to teaching as an alternative or supplement to the traditional classroom approach. This study aims to examine the CBL experience of Hong Kong students using both traditional classroom and Web-based approaches in undergraduate nursing education. This experience is examined in terms of the perceived self-learning ability, clinical reasoning ability, and satisfaction in learning of these students. A mixture of quantitative and qualitative approaches was adopted. All Year-3 undergraduate nursing students were recruited. CBL was conducted using the traditional classroom approach in Semester 1, and the Web-based approach was conducted in Semester 2. Student evaluations were collected at the end of each semester using a self-report questionnaire. In-depth, focus-group interviews were conducted at the end of Semester 2. One hundred twenty-two students returned their questionnaires. No difference between the face-to-face and Web-based approaches was found in terms of self-learning ability (p = .947), clinical reasoning ability (p = .721), and satisfaction (p = .083). Focus group interview findings complemented survey findings and revealed five themes that reflected the CBL learning experience of Hong Kong students. These themes were (a) the structure of CBL, (b) the learning environment of Web-based CBL, (c) critical thinking and problem solving, (d) cultural influence on CBL learning experience, and (e) student-centered and teacher-centered learning. The Web-based CBL approach was comparable but not superior to the traditional classroom CBL approach. The Web-based CBL experience of these students sheds light on the impact of Chinese culture on student learning behavior and preferences.

Making clinical case-based learning in veterinary medicine visible: analysis of collaborative concept-mapping processes and reflections.

PubMed

Khosa, Deep K; Volet, Simone E; Bolton, John R

2014-01-01

The value of collaborative concept mapping in assisting students to develop an understanding of complex concepts across a broad range of basic and applied science subjects is well documented. Less is known about students' learning processes that occur during the construction of a concept map, especially in the context of clinical cases in veterinary medicine. This study investigated the unfolding collaborative learning processes that took place in real-time concept mapping of a clinical case by veterinary medical students and explored students' and their teacher's reflections on the value of this activity. This study had two parts. The first part investigated the cognitive and metacognitive learning processes of two groups of students who displayed divergent learning outcomes in a concept mapping task. Meaningful group differences were found in their level of learning engagement in terms of the extent to which they spent time understanding and co-constructing knowledge along with completing the task at hand. The second part explored students' and their teacher's views on the value of concept mapping as a learning and teaching tool. The students' and their teacher's perceptions revealed congruent and contrasting notions about the usefulness of concept mapping. The relevance of concept mapping to clinical case-based learning in veterinary medicine is discussed, along with directions for future research.

A Case for Contextual Learning.

ERIC Educational Resources Information Center

Souders, John; Prescott, Carolyn

1999-01-01

Establishing schooling/larger world connections is critical for adolescents. The contextual learning approach views learning as most effective when information is presented within a familiar framework. Employing puzzles, hands-on learning activities, project-based learning, contextual connections, applied math, mentoring, and wider audiences…

Animals, Emperors, Senses: Exploring a Story-Based Learning Design in a Museum Setting

ERIC Educational Resources Information Center

Murmann, Mai; Avraamidou, Lucy

2014-01-01

The aim of this qualitative case study was to explore the use of stories as tools for learning within formal and informal learning environments. The design was based on three areas of interest: (a) the story as a tool for learning; (b) the student as subjects engaging with the story; and (c) the context in which the story learning activity takes…

The impact of instructional design in a case-based, computer-assisted instruction module on learning liver pathology in a medical school pathology course

NASA Astrophysics Data System (ADS)

Latham, Patricia S.

The purpose of this quantitative experimental study was to test the impact of three learning interventions on student learning and satisfaction when the interventions were embedded in the instructional design of case-based, Computer-Assisted Instruction (CAI) modules for learning liver pathology in an in-class, self-study, laboratory exercise during a Year-2 medical school Pathology course. The hypothesis was that inclusion of the learning interventions would enhance student satisfaction in using the CAI and improve subsequent CAI-directed exam performance. Three learning interventions were studied, including the use of microscopic virtual slides instead of only static images, the use of interactive image annotations instead of only still annotations, and the use of guiding questions before presenting new information. Students were randomly assigned to with one of eight CAI learning modules configured to control for each of the three learning interventions. Effectiveness of the CAI for student learning was assessed by student performance on questions included in subsequent CAI-directed exams in a pretest and on posttests immediately after the lab exercise, at two weeks and two months. Student satisfaction and perceived learning was assessed by a student survey. Results showed that the learning interventions did not improve subsequent student exam performance, although satisfaction and perceived learning with use of the CAI learning modules was enhanced. Student class rank was evaluated to determine if the learning interventions might have a differential effect based on class rank, but there were no significant differences. Class rank at the time of the lab exercise was itself the strongest predictor of exam performance. The findings suggest that the addition of virtual slides, interactive annotations and guiding questions as learning interventions in self-study, case-based CAI for learning liver pathology in a medical class room setting are not likely to increase performance on subsequent MCQ-based exams, but student satisfaction with use of the CAI can be enhanced, which could provide to be an incentive for students to use similar CAI learning modules for future self-directed learning.

Guidance Provided by Teacher and Simulation for Inquiry-Based Learning: A Case Study

ERIC Educational Resources Information Center

Lehtinen, Antti; Viiri, Jouni

2017-01-01

Current research indicates that inquiry-based learning should be guided in order to achieve optimal learning outcomes. The need for guidance is even greater when simulations are used because of their high information content and the difficulty of extracting information from them. Previous research on guidance for learning with simulations has…

Bridging the Gap from Classroom-Based Learning to Experiential Professional Learning: A Hong Kong Case

ERIC Educational Resources Information Center

Du-Babcock, Bertha

2016-01-01

This paper describes and evaluates a funded longitudinal teaching development project that aims to bridge the gap from classroom-based theory learning to experiential professional learning, and thereby prepare ideal and competent world class graduates. To align with the University's shared mission to foster links with the business community, the…

The Surgical Learning and Instructional Portfolio (SLIP) as a self-assessment educational tool demonstrating practice-based learning.

PubMed

Webb, Travis P; Aprahamian, Charles; Weigelt, John A; Brasel, Karen J

2006-01-01

Time constraints on the teaching and evaluation of residents continue to alter the way in which medical knowledge must be imparted and assessed. Lifelong learning is a component of the practice-based learning competency. A portfolio is one way to assess practice-based learning, but its use is unfamiliar to most surgical programs. The authors describe the evolution of the Surgical Learning and Instructional Portfolio (SLIP) into a worthwhile educational tool. In March 2001, the authors began a program to encourage residents to develop a case-based portfolio to document their experience and demonstrate acquisition of knowledge in caring for a variety of surgical diseases. The monthly case topic was chosen by the resident and reported using a template: case history, supporting diagnostic studies, differential diagnosis, final diagnosis with ICD-9 coding, management options, treatment used, 3 lessons learned, embellishment of 1 lesson, and 2 articles supporting the experience. Initially, cases were submitted to the program coordinator and reviewed every 6 months with a faculty advisor to provide feedback. After the first 18 months of this program, resident compliance was less than 50%, satisfaction was low, and formal review did not occur. In July 2004, a single faculty member became responsible for evaluating and providing feedback on the monthly SLIPs. The assignments were handled electronically with feedback delivered within the month via e-mail. SLIP quality as measured by resident compliance and satisfaction improved. These SLIPs have matured into a valuable educational tool satisfying multiple ACGME competencies. This portfolio system required direct faculty feedback to become successful.

Selected Papers from the International Conference on College Teaching and Learning (10th, Jacksonville, Florida, April 1999).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

These 20 papers were selected from those presented at the 10th International Conference on College Teaching and Learning. Papers have the following titles and authors: (1) "Case It! A Project to Integrate Collaborative Case-Based Learning into International Undergraduate Biology Curricula" (Bergland, Klyczek, Lundeberg, Mogen, Johnson); (2) "The…

Transformational Leadership & Professional Development for Digitally Rich Learning Environments: A Case Study of the Galileo Educational Network.

ERIC Educational Resources Information Center

Jacobsen, Michele; Clifford, Pat; Friesen, Sharon

The Galileo Educational Network is an innovative educational reform initiative that brings learning to learners. Expert teachers work alongside teachers and students in schools to create new images of engaged learning, technology integration and professional development. This case study is based on the nine schools involved with Galileo in…

Quantitative Evaluation of Third Year Medical Students' Perception and Satisfaction from Problem Based Learning in Anatomy: A Pilot Study of the Introduction of Problem Based Learning into the Traditional Didactic Medical Curriculum in Nigeria

ERIC Educational Resources Information Center

Saalu, L. C.; Abraham A. A.; Aina, W. O.

2010-01-01

Problem-based learning (PBL) is a method of teaching that uses hypothetical clinical cases, individual investigation and group process. In recent years, in medical education, problem-based learning (PBL) has increasingly been adopted as the preferred pedagogy in many countries around the world. Controversy, however, still exists as the potential…

Comparison of 2 resident learning tools-interactive screen-based simulated case scenarios versus problem-based learning discussions: a prospective quasi-crossover cohort study.

PubMed

Rajan, Shobana; Khanna, Ashish; Argalious, Maged; Kimatian, Stephen J; Mascha, Edward J; Makarova, Natalya; Nada, Eman M; Elsharkawy, Hesham; Firoozbakhsh, Farhad; Avitsian, Rafi

2016-02-01

Simulation-based learning is emerging as an alternative educational tool in this era of a relative shortfall of teaching anesthesiologists. The objective of the study is to assess whether screen-based (interactive computer simulated) case scenarios are more effective than problem-based learning discussions (PBLDs) in improving test scores 4 and 8 weeks after these interventions in anesthesia residents during their first neuroanesthesia rotation. Prospective, nonblinded quasi-crossover study. Cleveland Clinic. Anesthesiology residents. Two case scenarios were delivered from the Anesoft software as screen-based sessions, and parallel scripts were developed for 2 PBLDs. Each resident underwent both types of training sessions, starting with the PBLD session, and the 2 cases were alternated each month (ie, in 1 month, the screen-based intervention used case 1 and the PBLD used case 2, and vice versa for the next month). Test scores before the rotation (baseline), immediately after the rotation (4 weeks after the start of the rotation), and 8 weeks after the start of rotation were collected on each topic from each resident. The effect of training method on improvement in test scores was assessed using a linear mixed-effects model. Compared to the departmental standard of PBLD, the simulation method did not improve either the 4- or 8-week mean test scores (P = .41 and P = .40 for training method effect on 4- and 8-week scores, respectively). Resident satisfaction with the simulation module on a 5-point Likert scale showed subjective evidence of a positive impact on resident education. Screen-based simulators were not more effective than PBLD for education during the neuroanesthesia rotation in anesthesia residency. Copyright © 2016 Elsevier Inc. All rights reserved.

Problem-based learning in optical engineering studies

NASA Astrophysics Data System (ADS)

Voznesenskaya, Anna

2016-09-01

Nowadays, the Problem-Based Learning (PBL) is one of the most prospective educational technologies. PBL is based on evaluation of learning outcomes of a student, both professional and personal, instead of traditional evaluation of theoretical knowledge and selective practical skills. Such an approach requires changes in the curricula development. There should be introduced projects (cases) imitating real tasks from the professional life. These cases should include a problem summary with necessary theoretic description, charts, graphs, information sources etc, task to implement and evaluation indicators and criteria. Often these cases are evaluated with the assessment-center method. To motivate students for the given task they could be divided into groups and have a contest. Whilst it looks easy to implement in social, economic or teaching fields PBL is pretty complicated in engineering studies. Examples of cases in the first-cycle optical engineering studies are shown in this paper. Procedures of the PBL implementation and evaluation are described.

Problem-based learning in the NICU.

PubMed

Pilcher, Jobeth

2014-01-01

Problem-based learning (PBL) is an educational strategy that provides learners with the opportunity to investigate and solve realistic problem situations. It is also referred to as project-based learning or work-based learning. PBL combines several learning strategies including the use of case studies coupled with collaborative, facilitated, and self-directed learning. Research has demonstrated that use of PBL can result in learners having improved problem-solving skills, increased breadth and analysis of complex data, higher-level thinking skills, and improved collaboration. This article will include background information and a description of PBL, followed by examples of how this strategy can be used for learning in neonatal settings.

The Effectiveness of Lecture-Integrated, Web-Supported Case Studies in Large Group Teaching

ERIC Educational Resources Information Center

Azzawi, May; Dawson, Maureen M.

2007-01-01

The effectiveness of lecture-integrated and web-supported case studies in supporting a large and academically diverse group of undergraduate students was evaluated in the present study. Case studies and resource (web)-based learning were incorporated as two complementary interactive learning strategies into the traditional curriculum. A truncated…

Advantages of video trigger in problem-based learning.

PubMed

Chan, Lap Ki; Patil, Nivritti G; Chen, Julie Y; Lam, Jamie C M; Lau, Chak S; Ip, Mary S M

2010-01-01

Traditionally, paper cases are used as 'triggers' to stimulate learning in problem-based learning (PBL). However, video may be a better medium because it preserves the original language, encourages the active extraction of information, avoids depersonalization of patients and allows direct observation of clinical consultations. In short, it exposes the students to the complexity of actual clinical problems. The study aims to find out whether students and facilitators who are accustomed to paper cases would prefer video triggers or paper cases and the reasons for their preference. After students and facilitators had completed a video PBL tutorial, their responses were measured by a structured questionnaire using a modified Likert scale. A total of 257 students (92%) and 26 facilitators (100%) responded. The majority of students and facilitators considered that using video triggers could enhance the students' observational powers and clinical reasoning, help them to integrate different information and better understand the cases and motivate them to learn. They found PBL using video triggers more interesting and preferred it to PBL using paper cases. Video triggers are preferred by both students and facilitators over paper cases in PBL.

Problem-Based Learning in Accounting

ERIC Educational Resources Information Center

Dockter, DuWayne L.

2012-01-01

Seasoned educators use an assortment of student-centered methods and tools to enhance their student's learning environment. In respects to methodologies used in accounting, educators have utilized and created new forms of problem-based learning exercises, including case studies, simulations, and other projects, to help students become more active…

Student Motivation in Response to Problem-Based Learning

ERIC Educational Resources Information Center

Fukuzawa, Sherry; Boyd, Cleo; Cahn, Joel

2017-01-01

Problem-based learning (PBL) is a self-directed learning strategy where students work collaboratively in small groups to investigate open-ended relatable case scenarios. Students develop transferable skills that can be applied across disciplines, such as collaboration, problem-solving, and critical thinking. Despite extensive research on…

Employer Involvement in Work-Based Learning Programs.

ERIC Educational Resources Information Center

Bailey, Thomas; Hughes, Katherine

A 3-year research project focused on whether sufficient numbers of employers could be recruited to create a national school-to-work system with a substantial work-based learning component as called for by the 1994 School-to-Work Opportunities Act. Research methods were as follows: case studies of 12 work-based learning programs at 9 sites located…

Meaningful Learning from Practice: Web-Based Video in Professional Preparation Programmes in University

ERIC Educational Resources Information Center

Admiraal, Wilfried

2014-01-01

Web-based video is one of the technologies which can support meaningful learning from practice--in addition to practical benefits such as accessibility of practices, flexibility in updating information, and incorporating video into multimedia resources. A multiple case study was set up on the use of a web-based video learning environment in two…

Embedding Research in a Field-Based Module through Peer Review and Assessment for Learning

ERIC Educational Resources Information Center

Nicholson, Dawn T.

2011-01-01

A case study is presented of embedding research in a final year undergraduate, field-based, physical geography module. The approach is holistic, whereby research-based learning activities simulate the full life cycle of research from inception through to peer review and publication. The learning, teaching and assessment strategy emphasizes the…

Student Perceptions of Learning in a Web-Based Tutorial.

ERIC Educational Resources Information Center

Brescia, William; McAuley, Sean

This case study used both quantitative and qualitative methods to investigate students' perceptions of learning using a Web-based tutorial. Students participated in a Web-based tutorial to learn basic HTML as part of a graduate-level Web design course. Four of five students agreed to participate in the survey and interviews. After completing the…

The Intersection of Community-Based Writing and Computer-Based Writing: A Cyberliteracy Case Study.

ERIC Educational Resources Information Center

Gabor, Catherine

The learning goals that inform service learning as a whole can contribute to the computers and writing field significantly. This paper demonstrates how two lines of inquiry can be furthered, community-based writing and computers and writing, through new data and critical reflection on learning goals and communication tools. The paper presents a…

To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs.

PubMed

de Jong, N; Krumeich, J S M; Verstegen, D M L

2017-02-01

Maastricht University has been actively exploring blended learning approaches to PBL in Health Master Programs. Key principles of PBL are, learning should be constructive, self-directed, collaborative, and contextual. The purpose is to explore whether these principles are applicable in blended learning. The programs, Master of Health Services Innovation (case 1), Master Programme in Global Health (case 2), and the Master of Health Professions Education (case 3), used a Virtual Learning Environment for exchanging material and were independently analyzed. Quantitative data were collected for cases 1 and 2. Simple descriptive analyses such as frequencies were performed. Qualitative data for cases 1 and 3 were collected via (focus group) interviews. All PBL principles could be recognized in case 1. Case 2 seemed to be more project-based. In case 3, collaboration between students was not possible because of a difference in time-zones. Important educational aspects: agreement on rules for (online) sessions; visual contact (student-student and student-teacher), and frequent feedback. PBL in a blended learning format is perceived to be an effective strategy. The four principles of PBL can be unified in PBL with a blended learning format, although the extent to which each principle can be implemented can differ.

Postgraduate Work-Based Learning Programmes in English Higher Education: Exploring Case Studies of Organizational Practice

ERIC Educational Resources Information Center

Smith, Paul; Preece, David

2009-01-01

The first part of the paper outlines and discusses the nature of work-based learning (WBL) and WBL programmes, and the overall direction of government strategy towards WBL programmes in Higher Education (HE) in England, with particular reference to postgraduate programmes, policy documents, and the WBL literature. Drawing upon case study research,…

Exploring the Impact of Role-Playing on Peer Feedback in an Online Case-Based Learning Activity

ERIC Educational Resources Information Center

Ching, Yu-Hui

2014-01-01

This study explored the impact of role-playing on the quality of peer feedback and learners' perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners' generation of constructive feedback as role-playing was associated with higher…

Online Case-Based Learning Design for Facilitating Classroom Teachers' Development of Technological, Pedagogical, and Content Knowledge

ERIC Educational Resources Information Center

Saltan, Fatih

2017-01-01

The aim of this study is to investigate whether, and if so how, online case-based learning influence pre-service classroom teachers' self-confidence on technological pedagogical content knowledge (TPACK). To achieve the goal, a control group pretest-posttest quasi experimental design was used. Participants of the study consisted of 160 pre-service…

The Affordances of Case-Based Teaching for the Professional Learning of Student-Teachers

ERIC Educational Resources Information Center

Gravett, Sarah; de Beer, Josef; Odendaal-Kroon, Rika; Merseth, Katherine K.

2017-01-01

This paper reports on a qualitative enquiry into the affordances of case-based teaching for the professional learning of student-teachers. The context is a first-year foundational course in a four-year undergraduate teacher education programme, offered by an urban university in Johannesburg, South Africa, with a student enrolment of close to 700…

Case-Based Teaching of Fatal Incidents in Outdoor Education Teacher Preparation Courses

ERIC Educational Resources Information Center

North, Chris; Brookes, Andrew

2017-01-01

This article examines the use of case-based approaches to fatal incidents in outdoor education (OE) with a view to fatality prevention. Fatalities are rare in OE and therefore it is nearly impossible for teachers to learn how to avoid fatalities from their own past experiences. It is, however, possible to learn from the mistakes of others through…

Development and Evaluation of a Longitudinal Case-Based Learning (CBL) Experience for a Geriatric Medicine Rotation

ERIC Educational Resources Information Center

Struck, Bryan D.; Teasdale, Thomas A.

2008-01-01

The DWR Department of Geriatric Medicine at OUHSC and the OKC VA Medical Center began a mandatory third-year geriatric medicine clerkship in 2003. As part of the didactic sessions, the Department created a longitudinal Case-Based Learning (CBL) experience. The purpose of this paper is to describe the CBL experience, report student satisfaction…

Teaching veterinary radiography by e-learning versus structured tutorial: a randomized, single-blinded controlled trial.

PubMed

Vandeweerd, Jean-Michel E F; Davies, John C; Pinchbeck, Gina L; Cotton, Jo C

2007-01-01

Case-based e-learning may allow effective teaching of veterinary radiology in the field of equine orthopedics. The objective of this study was to investigate the effectiveness of a new case-based e-learning tool, compared with a standard structured tutorial, in altering students' knowledge and skills about interpretation of radiographs of the digit in the horse. It was also designed to assess students' attitudes toward the two educational interventions. A randomized, single-blinded, controlled trial of 96 fourth-year undergraduate veterinary students, involving an educational intervention of either structured tutorial or case-based e-learning, was performed. A multiple-choice examination based on six learning outcomes was carried out in each group after the session, followed by an evaluation of students' attitudes toward their session on a seven-point scale. Text blanks were available to students to allow them to comment on the educational interventions and on their learning outcomes. Students also rated, on a Likert scale from 1 to 7, their performance for each specific learning outcome and their general ability to use a systematic approach in interpreting radiographs. Data were analyzed using the Mann-Whitney test, the t-test, and the equivalence test. There was no significant difference in student achievement on course tests. The results of the survey suggest positive student attitudes toward the e-learning tool and illustrate the difference between objective ratings and subjective assessments by students in testing a new educational intervention.

Using iPad-Based Mobile Learning to Teach Creative Engineering within a Problem-Based Learning Pedagogy

ERIC Educational Resources Information Center

Li, Yulong; Wang, Lixun

2018-01-01

This case study, noting the increasing interest in iPad-based mobile learning research and aware of the current dearth of engineering talent in the UK, aims to contribute to a still sparse area of research that links iPad use to engineering education. To achieve this, the study investigates the integration of iPad-based mobile learning…

Clinical case in digital technology for nursing students' learning: An integrative review.

PubMed

Hara, Cristina Yuri Nakata; Aredes, Natália Del Angelo; Fonseca, Luciana Mara Monti; Silveira, Renata Cristina de Campos Pereira; Camargo, Rosangela Andrade Aukar; de Goes, Fernanda Santos Nogueira

2016-03-01

This review aimed to analyze the available evidences in literature about clinical case studies inserted in digital technologies for nursing education, characterizing the technology resources and cognitive, procedural and attitudinal learnings. Integrative review of literature with the following steps: development of the research problem, data collection, data extraction and critic evaluation, data analysis and interpretation and presentation of results. The research question was: how does the clinical case study inserted in educational digital technology collaborate for cognitive, attitudinal and procedural learning of nursing students? data bases LILACS, PUBMED, CINAHL and Scopus. the search resulted in 437 studies: 136 from LILACS, 122 from PUBMED, 104 from Scopus and 75 from CINAHL. Of these, 143 did not meet the including criteria, 93 were duplicated and four studies were unavailable. After analyzing all abstracts based on inclusion and exclusion criteria, there were selected 197 studies and after full text analysis the final sample resulted in 21 primary studies. Case study use in educational digital technologies allowed the students to build different types of learning: cognitive learning (n 16 studies), attitudinal learning (n=12 studies) and procedural learning (n=8 studies). It is possible to conclude that case studies can collaborate with the students to develop different learnings which can be built integrate, continuous, informative and formative, aiming integral formation and aligned to policies of formation in nursing, both national and international. Copyright © 2015 Elsevier Ltd. All rights reserved.

Transactional Distance in a Blended Learning Environment

ERIC Educational Resources Information Center

Dron, Jon; Seidel, Catharine; Litten, Gabrielle

2004-01-01

This paper presents a case study that describes and discusses the problems encountered during the design and implementation of a blended learning course, largely taught online through a web-based learning environment. Based on Moore's theory of transactional distance, the course was explicitly designed to have dialogue at its heart. However, the…

A Model for Student Adoption of Online Interactivity

ERIC Educational Resources Information Center

Karamanos, Neophytos; Gibbs, Paul

2012-01-01

Acknowledging the general difficulty of new e-learning pedagogical approaches in achieving wide acceptance and use, the study described in this article examines a class of MBA students' adoption of a proposed online interactive learning environment. To this end, a web-based, case-based constructivist learning environment was developed, embedding…

Ontology-Based Learner Categorization through Case Based Reasoning and Fuzzy Logic

ERIC Educational Resources Information Center

Sarwar, Sohail; García-Castro, Raul; Qayyum, Zia Ul; Safyan, Muhammad; Munir, Rana Faisal

2017-01-01

Learner categorization has a pivotal role in making e-learning systems a success. However, learner characteristics exploited at abstract level of granularity by contemporary techniques cannot categorize the learners effectively. In this paper, an architecture of e-learning framework has been presented that exploits the machine learning based…

Team-Based Learning in the Humanities Classroom: "Women's Environmental Writing" as a Case Study

ERIC Educational Resources Information Center

Harde, Roxanne

2015-01-01

This essay presents the adaptation of Team-Based Learning (TBL) for a course that uses ecofeminist approaches to environmental literature. Developed originally for use in professional programs, TBL's cornerstones are permanent learning teams, preparation, application, and timely assessment (Michaelsen, Knight, & Fink, 2002). I wanted my…

Exploring the Factors Influencing Learning Effectiveness in Digital Game-Based Learning

ERIC Educational Resources Information Center

Tsai, Fu-Hsing; Yu, Kuang-Chao; Hsiao, Hsien-Sheng

2012-01-01

This study developed an educational online game, Super Delivery, targeting knowledge about saving electricity, and conducted case studies of eight sixth-grade students using this game to explore the factors influencing the effectiveness of students' knowledge acquisition in digital game-based learning (DGBL). This study followed Miles and…

Problem solving strategies used by RN-to-BSN students in an online problem-based learning course.

PubMed

Oldenburg, Nancy L; Hung, Wei-Chen

2010-04-01

It is essential that nursing students develop the problem solving and critical thinking skills required in the current health care environment. Problem-based learning has been promoted as a way to help students acquire those skills; however, gaps exist in the knowledge base of the strategies used by learners. The purpose of this case study was to gain insight into the problem solving experience of a group of six RN-to-BSN students in an online problem-based learning course. Data, including discussion transcripts, reflective papers, and interview transcripts, were analyzed using a qualitative approach. Students expanded their use of resources and resolved the cases, identifying relevant facts and clinical applications. They had difficulty communicating their findings, establishing the credibility of sources, and offering challenging feedback. Increased support and direction are needed to facilitate the development of problem solving abilities of students in the problem-based learning environment.

Evaluation of an online, case-based interactive approach to teaching pathophysiology.

PubMed

Van Dijken, Pieter Canham; Thévoz, Sara; Jucker-Kupper, Patrick; Feihl, François; Bonvin, Raphaël; Waeber, Bernard

2008-06-01

The aim of this study was to evaluate a new pedagogical approach in teaching fluid, electrolyte and acid-base pathophysiology in undergraduate students. This approach comprises traditional lectures, the study of clinical cases on the web and a final interactive discussion of these cases in the classroom. When on the web, the students are asked to select laboratory tests that seem most appropriate to understand the pathophysiological condition underlying the clinical case. The percentage of students having chosen a given test is made available to the teacher who uses it in an interactive session to stimulate discussion with the whole class of students. The same teacher used the same case studies during 2 consecutive years during the third year of the curriculum. The majority of students answered the questions on the web as requested and evaluated positively their experience with this form of teaching and learning. Complementing traditional lectures with online case-based studies and interactive group discussions represents, therefore, a simple means to promote the learning and the understanding of complex pathophysiological mechanisms. This simple problem-based approach to teaching and learning may be implemented to cover all fields of medicine.

Studying the Positive Influence of the Use of Video in Teaching & Learning Environments, Focusing on Registration of the Directions Where It Improves the PBL Effectiveness: A Systematic Literature Review

ERIC Educational Resources Information Center

Aronis, Alexis

2016-01-01

Previous studies report the involvement of the use of video in the frameworks of problem-based learning (PBL), case-based learning, and project-based learning. This systematic literature review, through two research questions, explores the positive influence of the use of video in those instructional methods, and, while focusing on PBL, identifies…

Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour

ERIC Educational Resources Information Center

Grey, Simon; Grey, David; Gordon, Neil; Purdy, Jon

2017-01-01

This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell, 2008) for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and…

Facilitating Facilitators to Facilitate, in Problem or Enquiry Based Learning Sessions

ERIC Educational Resources Information Center

Coelho, Catherine

2014-01-01

Problem based learning (PBL) has been used in dental education over the past 20 years and uses a patient case scenario to stimulate learning in a small group setting, where a trained facilitator does not teach but guides the group to bring about deep contextualized learning, to be empathetic to each other and to encourage fair and equitable…

Development and Evaluation of a Case-Based Digital Learning Tool about Children's Mathematical Thinking for Elementary School Teachers (L-TEST)

ERIC Educational Resources Information Center

Olkun, Sinan; Altun, Arif; Deryakulu, Deniz

2009-01-01

It is important for teachers of mathematics to know how pupils react to certain mathematical situations and what these reactions imply, in order to design more effective instructional environments based on their learning needs. This study reports the development processes of a digital learning tool (Learning Tool for Elementary School Teachers…

An Exploratory Investigation of Online Forum Mediated Collaborative Learning of Speech Writing: A Case Study

ERIC Educational Resources Information Center

Lata, Pushp; Luhach, Suman

2014-01-01

Learning Management Systems (LMS) are being integrated in the curriculum by many educational institutions to extend teaching and learning beyond classroom. This paper is based on a case study exploring the integration of LMS Nalanda created on Moodle in Effective Public Speaking (EPS) classroom to give students an additional platform to practice,…

Linking Theory to Practice in Learning Technology Research

ERIC Educational Resources Information Center

Gunn, Cathy; Steel, Caroline

2012-01-01

We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only…

Issues of Identity and Knowledge in the Schooling of VET: A Case Study of Lifelong Learning

ERIC Educational Resources Information Center

Tennant, Mark; Yates, Lyn

2005-01-01

This article discusses two school-based case studies of vocational education and training in the areas of information technology and hospitality from the perspective of the agendas of "lifelong learning". Lifelong learning can be seen as both a policy goal leading to institutional and programme reforms and as a process which fosters in learners…

Teaching Prevention in Pediatrics.

ERIC Educational Resources Information Center

Cheng, Tina L.; Greenberg, Larrie; Loeser, Helen; Keller, David

2000-01-01

Reviews methods of teaching preventive medicine in pediatrics and highlights innovative programs. Methods of teaching prevention in pediatrics include patient interactions, self-directed learning, case-based learning, small-group learning, standardized patients, computer-assisted instruction, the Internet, student-centered learning, and lectures.…

A case-based, problem-based learning approach to prepare master of public health candidates for the complexities of global health.

PubMed

Leon, Juan S; Winskell, Kate; McFarland, Deborah A; del Rio, Carlos

2015-03-01

Global health is a dynamic, emerging, and interdisciplinary field. To address current and emerging global health challenges, we need a public health workforce with adaptable and collaborative problem-solving skills. In the 2013-2014 academic year, the Hubert Department of Global Health at the Rollins School of Public Health-Emory University launched an innovative required core course for its first-year Master of Public Health students in the global health track. The course uses a case-based, problem-based learning approach to develop global health competencies. Small teams of students propose solutions to these problems by identifying learning issues and critically analyzing and synthesizing new information. We describe the course structure and logistics used to apply this approach in the context of a large class and share lessons learned.

Supervised machine learning algorithms to diagnose stress for vehicle drivers based on physiological sensor signals.

PubMed

Barua, Shaibal; Begum, Shahina; Ahmed, Mobyen Uddin

2015-01-01

Machine learning algorithms play an important role in computer science research. Recent advancement in sensor data collection in clinical sciences lead to a complex, heterogeneous data processing, and analysis for patient diagnosis and prognosis. Diagnosis and treatment of patients based on manual analysis of these sensor data are difficult and time consuming. Therefore, development of Knowledge-based systems to support clinicians in decision-making is important. However, it is necessary to perform experimental work to compare performances of different machine learning methods to help to select appropriate method for a specific characteristic of data sets. This paper compares classification performance of three popular machine learning methods i.e., case-based reasoning, neutral networks and support vector machine to diagnose stress of vehicle drivers using finger temperature and heart rate variability. The experimental results show that case-based reasoning outperforms other two methods in terms of classification accuracy. Case-based reasoning has achieved 80% and 86% accuracy to classify stress using finger temperature and heart rate variability. On contrary, both neural network and support vector machine have achieved less than 80% accuracy by using both physiological signals.

Case Reports, Case Series - From Clinical Practice to Evidence-Based Medicine in Graduate Medical Education.

PubMed

Sayre, Jerry W; Toklu, Hale Z; Ye, Fan; Mazza, Joseph; Yale, Steven

2017-08-07

Case reports and case series or case study research are descriptive studies that are prepared for illustrating novel, unusual, or atypical features identified in patients in medical practice, and they potentially generate new research questions. They are empirical inquiries or investigations of a patient or a group of patients in a natural, real-world clinical setting. Case study research is a method that focuses on the contextual analysis of a number of events or conditions and their relationships. There is disagreement among physicians on the value of case studies in the medical literature, particularly for educators focused on teaching evidence-based medicine (EBM) for student learners in graduate medical education. Despite their limitations, case study research is a beneficial tool and learning experience in graduate medical education and among novice researchers. The preparation and presentation of case studies can help students and graduate medical education programs evaluate and apply the six American College of Graduate Medical Education (ACGME) competencies in the areas of medical knowledge, patient care, practice-based learning, professionalism, systems-based practice, and communication. A goal in graduate medical education should be to assist residents to expand their critical thinking, problem-solving, and decision-making skills. These attributes are required in the teaching and practice of EBM. In this aspect, case studies provide a platform for developing clinical skills and problem-based learning methods. Hence, graduate medical education programs should encourage, assist, and support residents in the publication of clinical case studies; and clinical teachers should encourage graduate students to publish case reports during their graduate medical education.

Evaluation of the role of incentive structure on student participation and performance in active learning strategies: A comparison of case-based and team-based learning.

PubMed

Carrasco, Gonzalo A; Behling, Kathryn C; Lopez, Osvaldo J

2018-04-01

Student participation is important for the success of active learning strategies, but participation is often linked to the level of preparation. At our institution, we use two types of active learning activities, a modified case-based learning exercise called active learning groups (ALG) and team-based learning (TBL). These strategies have different assessment and incentive structures for participation. Non-cognitive skills are assessed in ALG using a subjective five-point Likert scale. In TBL, assessment of individual student preparation is based on a multiple choice quiz conducted at the beginning of each session. We studied first-year medical student participation and performance in ALG and TBL as well as performance on course final examinations. Student performance in TBL, but not in ALG, was strongly correlated with final examination scores. Additionally, in students who performed in the upper 33rd percentile on the final examination, there was a positive correlation between final examination performance and participation in TBL and ALG. This correlation was not seen in students who performed in the lower 33rd percentile on the final examinations. Our results suggest that assessments of medical knowledge during active learning exercises could supplement non-cognitive assessments and could be good predictors of performance on summative examinations.

[The effects of case-based learning using video on clinical decision making and learning motivation in undergraduate nursing students].

PubMed

Yoo, Moon-Sook; Park, Jin-Hee; Lee, Si-Ra

2010-12-01

The purpose of this study was to examine the effects of case-base learning (CBL) using video on clinical decision-making and learning motivation. This research was conducted between June 2009 and April 2010 as a nonequivalent control group non-synchronized design. The study population was 44 third year nursing students who enrolled in a college of nursing, A University in Korea. The nursing students were divided into the CBL and the control group. The intervention was the CBL with three cases using video. The controls attended a traditional live lecture on the same topics. With questionnaires objective clinical decision-making, subjective clinical decision-making, and learning motivation were measured before the intervention, and 10 weeks after the intervention. Significant group differences were observed in clinical decision-making and learning motivation. The post-test scores of clinical decision-making in the CBL group were statistically higher than the control group. Learning motivation was also significantly higher in the CBL group than in the control group. These results indicate that CBL using video is effective in enhancing clinical decision-making and motivating students to learn by encouraging self-directed learning and creating more interest and curiosity in learning.

Using Online Digital Tools and Video to Support International Problem-Based Learning

ERIC Educational Resources Information Center

Lajoie, Susanne P.; Hmelo-Silver, Cindy; Wiseman, Jeffrey; Chan, Lap Ki; Lu, Jingyan; Khurana, Chesta; Cruz-Panesso, Ilian; Poitras, Eric; Kazemitabar, Maedeh

2014-01-01

The goal of this study is to examine how to facilitate cross-cultural groups in problem-based learning (PBL) using online digital tools and videos. The PBL consisted of two video-based cases used to trigger student-learning issues about giving bad news to HIV-positive patients. Mixed groups of medical students from Canada and Hong Kong worked with…

Can Interactive Web-Based CAD Tools Improve the Learning of Engineering Drawing? A Case Study

ERIC Educational Resources Information Center

Pando Cerra, Pablo; Suárez González, Jesús M.; Busto Parra, Bernardo; Rodríguez Ortiz, Diana; Álvarez Peñín, Pedro I.

2014-01-01

Many current Web-based learning environments facilitate the theoretical teaching of a subject but this may not be sufficient for those disciplines that require a significant use of graphic mechanisms to resolve problems. This research study looks at the use of an environment that can help students learn engineering drawing with Web-based CAD…

Learning to Explain Astronomy across Moving Frames of Reference: Exploring the Role of Classroom and Planetarium-Based Instructional Contexts

ERIC Educational Resources Information Center

Plummer, Julia Diane; Kocareli, Alicia; Slagle, Cynthia

2014-01-01

Learning astronomy involves significant spatial reasoning, such as learning to describe Earth-based phenomena and understanding space-based explanations for those phenomena as well as using the relevant size and scale information to interpret these frames of reference. This study examines daily celestial motion (DCM) as one case of how children…

Hoping to Teach Someday? Inquire Within: Examining Inquiry-Based Learning with First-Semester Undergrads

ERIC Educational Resources Information Center

Byker, Erik Jon; Coffey, Heather; Harden, Susan; Good, Amy; Heafner, Tina L.; Brown, Katie E.; Holzberg, Debra

2017-01-01

Using case study method, this study examines the impact of an inquiry-based learning program among a cohort of first-semester undergraduates (n = 104) at a large public university in the southeastern United States who are aspiring to become teachers. The Boyer Commission (1999) asserted that inquiry-based learning should be the foundation of…

Case-Based Analogical Reasoning: A Pedagogical Tool for Promotion of Clinical Reasoning

ERIC Educational Resources Information Center

Speicher, Timothy E.; Bell, Alexandra; Kehrhahn, Marijke; Casa, Douglas J.

2012-01-01

Context: One of the most common instructional methods utilized to promote learning transfer in health profession education is examination of a single patient case. However, in non-healthcare settings this practice has shown to be less effective in promoting learning than the examination of multiple cases with cueing. Objective(s): The primary…

Transgressing the norm: Transformative agency in community-based learning for sustainability in southern African contexts

NASA Astrophysics Data System (ADS)

Lotz-Sisitka, Heila; Mukute, Mutizwa; Chikunda, Charles; Baloi, Aristides; Pesanayi, Tichaona

2017-12-01

Environment and sustainability education processes are often oriented to change and transformation, and frequently involve the emergence of new forms of human activity. However, not much is known about how such change emerges from the learning process, or how it contributes to the development of transformative agency in community contexts. The authors of this article present four cross-case perspectives of expansive learning and transformative agency development in community-based education in southern Africa, studying communities pursuing new activities that are more socially just and sustainable. The four cases of community learning and transformative agency focus on the following activities: (1) sustainable agriculture in Lesotho; (2) seed saving and rainwater harvesting in Zimbabwe; (3) community-based irrigation scheme management in Mozambique; and (4) biodiversity conservation co-management in South Africa. The case studies all draw on cultural-historical activity theory to guide learning and change processes, especially third-generation cultural-historical activity theory (CHAT), which emphasises expansive learning in collectives across interacting activity systems. CHAT researchers, such as the authors of this article, argue that expansive learning can lead to the emergence of transformative agency. The authors extend their transformative agency analysis to probe if and how expansive learning might also facilitate instances of transgressing norms - viewed here as embedded practices which need to be reframed and changed in order for sustainability to emerge.

A Case Study of the Impact of a Reformed Science Curriculum on Student Attitudes and Learning in a Secondary Physics Classroom

ERIC Educational Resources Information Center

Molotsky, Gregg Jeremy

2011-01-01

This case study examined the impact of the application of an inquiry-based concept related physics curriculum on student attitudes and learning in a secondary physics classroom in southern New Jersey. Students who had previously used a traditional physics curriculum were presented with a 10 week inquiry-based concept related physics curriculum on…

Can the Integration of Field and Classroom-Based Learning Enhance Writing? The Life on Our Shore Case Study

ERIC Educational Resources Information Center

Scott, Graham; Churchill, Helen; Grassam, Matthew; Scott, Lisa

2012-01-01

There is a need to evaluate the benefits to children of integrated classroom and field-based learning. In this article, we describe a case study that involves children in the production of a field guide: an authentic task which integrates learner autonomy and open enquiry with field work, information and communication technologies (ICT) and…

An Expert Instructor's Use of Social Congruence, Cognitive Congruence, and Expertise in an Online Case-Based Instructional Design Course

ERIC Educational Resources Information Center

Watson, Sunnie Lee; Koehler, Adrie A.; Ertmer, Peggy; Kim, WooRi; Rico, Rudy

2018-01-01

Promoting and sustaining effective discussion--that which contributes to learning--is a skill that eludes many instructors (Darling-Hammond, 2008; Ge, Yamashiro, & Lee, 2000). This study explored the role and strategies of an expert instructor in an online advanced instructional design (ID) course that utilized a case-based learning (CBL)…

Remote-online case-based learning: A comparison of remote-online and face-to-face, case-based learning - a randomized controlled trial.

PubMed

Nicklen, Peter; Keating, Jenny L; Paynter, Sophie; Storr, Michael; Maloney, Stephen

2016-01-01

Case-based learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Computer assisted learning (CAL) is the implementation of computer technology in education. The purpose of this study was to compare the effects of a remote-online CBL (RO-CBL) with traditional face-to-face CBL on learning the outcomes of undergraduate physiotherapy students. Participants were randomized to either the control (face-to-face CBL) or to the CAL intervention (RO-CBL). The entire 3rd year physiotherapy cohort (n = 41) at Monash University, Victoria, Australia, were invited to participate in the randomized controlled trial. Outcomes included a postintervention multiple-choice test evaluating the knowledge gained from the CBL, a self-assessment of learning based on examinable learning objectives and student satisfaction with the CBL. In addition, a focus group was conducted investigating perceptions and responses to the online format. Thirty-eight students (control n = 19, intervention n = 19) participated in two CBL sessions and completed the outcome assessments. CBL median scores for the postintervention multiple-choice test were comparable (Wilcoxon rank sum P = 0.61) (median/10 [range] intervention group: 9 [8-10] control group: 10 [7-10]). Of the 15 examinable learning objectives, eight were significantly in favor of the control group, suggesting a greater perceived depth of learning. Eighty-four percent of students (16/19) disagreed with the statement "I enjoyed the method of CBL delivery." Key themes identified from the focus group included risks associated with the implementation of, challenges of communicating in, and flexibility offered, by web-based programs. RO-CBL appears to provide students with a comparable learning experience to traditional CBL. Procedural and infrastructure factors need to be addressed in future studies to counter student dissatisfaction and decreased perceived depth of learning.

Using standardized patients versus video cases for representing clinical problems in problem-based learning.

PubMed

Yoon, Bo Young; Choi, Ikseon; Choi, Seokjin; Kim, Tae-Hee; Roh, Hyerin; Rhee, Byoung Doo; Lee, Jong-Tae

2016-06-01

The quality of problem representation is critical for developing students' problem-solving abilities in problem-based learning (PBL). This study investigates preclinical students' experience with standardized patients (SPs) as a problem representation method compared to using video cases in PBL. A cohort of 99 second-year preclinical students from Inje University College of Medicine (IUCM) responded to a Likert scale questionnaire on their learning experiences after they had experienced both video cases and SPs in PBL. The questionnaire consisted of 14 items with eight subcategories: problem identification, hypothesis generation, motivation, collaborative learning, reflective thinking, authenticity, patient-doctor communication, and attitude toward patients. The results reveal that using SPs led to the preclinical students having significantly positive experiences in boosting patient-doctor communication skills; the perceived authenticity of their clinical situations; development of proper attitudes toward patients; and motivation, reflective thinking, and collaborative learning when compared to using video cases. The SPs also provided more challenges than the video cases during problem identification and hypotheses generation. SPs are more effective than video cases in delivering higher levels of authenticity in clinical problems for PBL. The interaction with SPs engages preclinical students in deeper thinking and discussion; growth of communication skills; development of proper attitudes toward patients; and motivation. Considering the higher cost of SPs compared with video cases, SPs could be used most advantageously during the preclinical period in the IUCM curriculum.

Cooperation, Technology, and Performance: A Case Study.

ERIC Educational Resources Information Center

Cavanagh, Thomas; Dickenson, Sabrina; Brandt, Suzanne

1999-01-01

Describes the CTP (Cooperation, Technology, and Performance) model and explains how it is used by the Department of Veterans Affairs-Veteran's Benefit Administration (VBA) for training. Discusses task analysis; computer-based training; cooperative-based learning environments; technology-based learning; performance-assessment methods; courseware…

An Enjoyable Learning Experience in Personalising Learning Based on Knowledge Management: A Case Study

ERIC Educational Resources Information Center

Xu, Hao; Song, Donglei; Yu, Tao; Tavares, Adriano

2017-01-01

Many attempts at personalisation have been made in education. They all collect learning data and analyse learning behaviours, and ultimately achieve personalised learning dynamically. However, further research is needed on the ways to effectively access and analyse information about learning within an enjoyable environment and with positive…

Creating New Learning Communities: Towards Effective E-Learning Production.

ERIC Educational Resources Information Center

Russell, David; Calvey, David; Banks, Mark

2003-01-01

Case study research and a literature review suggest that formation of new learning communities is a strategy being used to meet demand for electronic learning products such as CD-ROMs and web-based learning tools. Companies, external experts, clients, and learners are the constituents of the learning community that must converge to create…

[Application and case analysis on the problem-based teaching of Jingluo Shuxue Xue (Science of Meridian and Acupoint) in reference to the team oriented learning method].

PubMed

Ma, Ruijie; Lin, Xianming

2015-12-01

The problem based teaching (PBT) has been the main approach to the training in the universities o the world. Combined with the team oriented learning method, PBT will become the method available to the education in medical universities. In the paper, based on the common questions in teaching Jingluo Shuxue Xue (Science of Meridian and Acupoint), the concepts and characters of PBT and the team oriented learning method were analyzed. The implementation steps of PBT were set up in reference to the team oriented learning method. By quoting the original text in Beiji Qianjin Yaofang (Essential recipes for emergent use worth a thousand gold), the case analysis on "the thirteen devil points" was established with PBT.

Exploring Student Preconceptions of Readiness for Remote-Online Case-Based Learning: A Case Study

PubMed Central

2016-01-01

Background Case-based learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Web-conferencing software provides a platform to present information and share concepts that are vital to CBL. Previous studies have found that participants were resistant to change associated with implementing e-learning; however, strategies to reduce this resistance have not been explored. Objective This study was designed to explore student preconceptions and understanding of remote-online case-based learning (RO-CBL). Methods The study took place during the Bachelor of Physiotherapy program at Monash University, Victoria, Australia, in 2013. The entire third-year cohort (n=73) was invited to participate. The primary outcome of interest was students’ preconceptions of RO-CBL, collected via pre- and posttraining surveys. Results Of the 73 students, 66 completed both surveys (attrition rate 9.6%). Three key themes relevant to student preconceptions of RO-CBL emerged: flexibility in time and location of CBL, readiness or hesitation to change to a Web-based format, and the value of training in RO-CBL that included a demonstration and trial run. Thirty-four percent of the participants were hesitant to move to an online format. Conclusions This study explored students’ preconceptions of Web-based learning and evaluated the change in students’ attitudes after training. The results suggest that educational designers should not assume that students are confident and competent in applying these technologies to professional educational activities. By identifying students’ needs before implementation, training sessions can be designed to target these needs, and improve the understanding of RO-CBL and how it works in practice. This may reduce resistance to change, enhance students’ satisfaction, and ultimately improve the learning experience. PMID:27731854

Exploring Student Preconceptions of Readiness for Remote-Online Case-Based Learning: A Case Study.

PubMed

Nicklen, Peter; Keating, Jennifer L; Maloney, Stephen

2016-04-28

Case-based learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Web-conferencing software provides a platform to present information and share concepts that are vital to CBL. Previous studies have found that participants were resistant to change associated with implementing e-learning; however, strategies to reduce this resistance have not been explored. This study was designed to explore student preconceptions and understanding of remote-online case-based learning (RO-CBL). The study took place during the Bachelor of Physiotherapy program at Monash University, Victoria, Australia, in 2013. The entire third-year cohort (n=73) was invited to participate. The primary outcome of interest was students' preconceptions of RO-CBL, collected via pre- and posttraining surveys. Of the 73 students, 66 completed both surveys (attrition rate 9.6%). Three key themes relevant to student preconceptions of RO-CBL emerged: flexibility in time and location of CBL, readiness or hesitation to change to a Web-based format, and the value of training in RO-CBL that included a demonstration and trial run. Thirty-four percent of the participants were hesitant to move to an online format. This study explored students' preconceptions of Web-based learning and evaluated the change in students' attitudes after training. The results suggest that educational designers should not assume that students are confident and competent in applying these technologies to professional educational activities. By identifying students' needs before implementation, training sessions can be designed to target these needs, and improve the understanding of RO-CBL and how it works in practice. This may reduce resistance to change, enhance students' satisfaction, and ultimately improve the learning experience.

E-learning and nursing assessment skills and knowledge - An integrative review.

PubMed

McDonald, Ewan W; Boulton, Jessica L; Davis, Jacqueline L

2018-07-01

This review examines the current evidence on the effectiveness of digital technologies or e-based learning for enhancing the skills and knowledge of nursing students in nursing assessment. This integrative review identifies themes emerging from e-learning and 'nursing assessment' literature. Literature reviews have been undertaken in relation to digital learning and nursing education, including clinical skills, clinical case studies and the nurse-educator role. Whilst perceptions of digital learning are well covered, a gap in knowledge persists for understanding the effectiveness of e-learning on nursing assessment skills and knowledge. This is important as comprehensive assessment skills and knowledge are a key competency for newly qualified nurses. The MEDLINE, CINAHL, Cochrane Library and ProQuest Nursing and Allied Health Source electronic databases were searched for the period 2006 to 2016. Hand searching in bibliographies was also undertaken. Selection criteria for this review included: FINDINGS: Twenty articles met the selection criteria for this review, and five major themes for e-based learning were identified (a) students become self-evaluators; (b) blend and scaffold learning; (c) measurement of clinical reasoning; (d) mobile technology and Facebook are effective; and (e) training and preparation is vital. Although e-based learning programs provide a flexible teaching method, evidence suggests e-based learning alone does not exceed face-to-face patient simulation. This is particularly the case where nursing assessment learning is not scaffolded. This review demonstrates that e-based learning and traditional teaching methods used in conjunction with each other create a superior learning style. Copyright © 2018 Elsevier Ltd. All rights reserved.

Improving nurses' perceptions of competency in diabetes self-management education through the use of simulation and problem-based learning.

PubMed

Tschannen, Dana; Aebersold, Michelle; Sauter, Cecilia; Funnell, Martha M

2013-06-01

Nurses who provide case management can improve care practice and outcomes among patients who have type 2 diabetes through appropriate training and systems of care. This study was conducted to improve ambulatory care nurses' perceptions of competency in empowerment-based skills required for diabetes self-management education after participation in a multifaceted educational session that included problem-based learning and simulation. After participation in the multifaceted educational session, nurses (n = 21) perceived that the education provided an excellent opportunity for knowledge uptake and applicability to their respective work settings. The learning strategies provided opportunities for engagement in a safe and relaxed atmosphere. The simulation experience allowed participants to deliberately practice the competencies. These nurses considered this a very effective learning activity. Through the use of problem-based learning and simulation, nurses may be able to more efficiently and effectively develop the necessary skills to provide effective case management of chronic disease. Copyright 2013, SLACK Incorporated.

Algorithmic Case Pedagogy, Learning and Gender

ERIC Educational Resources Information Center

Bromley, Robert; Huang, Zhenyu

2015-01-01

Great investment has been made in developing algorithmically-based cases within online homework management systems. This has been done because publishers are convinced that textbook adoption decisions are influenced by the incorporation of these systems within their products. These algorithmic assignments are thought to promote learning while…

A Problem Solving Active-Learning Course in Pharmacotherapy.

ERIC Educational Resources Information Center

Delafuente, Jeffrey C.; And Others

1994-01-01

A third-year pharmacology course in a doctoral pharmacy program that is case based and intended for a large class is described. Aspects discussed include learning objectives, course organization, classroom activities, case selection and design, faculty involvement, grading, and areas identified for improvement. (MSE)

Factors Affecting Perceived Learning of Engineering Students in Problem Based Learning Supported by Business Simulation

ERIC Educational Resources Information Center

Chaparro-Pelaez, Julian; Iglesias-Pradas, Santiago; Pascual-Miguel, Felix J.; Hernandez-Garcia, Angel

2013-01-01

Although literature about problem based learning (PBL) is not scarce, there is little research on experiences about learning methodologies that combine PBL and the use of simulation tools. This lack of studies is even more notable in the case of engineering courses. The motivation for this study is to show how such a combination of PBL and…

The Value of Writing-to-Learn when Using Question Prompts to Support Web-Based Learning in Ill-Structured Domains

ERIC Educational Resources Information Center

Papadopoulos, Pantelis M.; Demetriadis, Stavros N.; Stamelos, Ioannis G.; Tsoukalas, Ioannis A.

2011-01-01

This study investigates the effectiveness of two variants of a prompting strategy that guides students to focus on important issues when learning in an ill-structured domain. Students in three groups studied individually Software Project Management (SPM) cases for a week, using a web-based learning environment designed especially for this purpose.…

Virtual patient care: an interprofessional education approach for physician assistant, physical therapy and occupational therapy students.

PubMed

Shoemaker, Michael J; Platko, Christina M; Cleghorn, Susan M; Booth, Andrew

2014-07-01

The purpose of this retrospective qualitative case report is to describe how a case-based, virtual patient interprofessional education (IPE) simulation activity was utilized to achieve physician assistant (PA), physical therapy (PT) and occupational therapy (OT) student IPE learning outcomes. Following completion of a virtual patient case, 30 PA, 46 PT and 24 OT students were required to develop a comprehensive, written treatment plan and respond to reflective questions. A qualitative analysis of the submitted written assignment was used to determine whether IPE learning objectives were met. Student responses revealed three themes that supported the learning objectives of the IPE experience: benefits of collaborative care, role clarification and relevance of the IPE experience for future practice. A case-based, IPE simulation activity for physician assistant and rehabilitation students using a computerized virtual patient software program effectively facilitated achievement of the IPE learning objectives, including development of greater student awareness of other professions and ways in which collaborative patient care can be provided.

Problem-Based Learning in Formal and Informal Learning Environments

ERIC Educational Resources Information Center

Shimic, Goran; Jevremovic, Aleksandar

2012-01-01

Problem-based learning (PBL) is a student-centered instructional strategy in which students solve problems and reflect on their experiences. Different domains need different approaches in the design of PBL systems. Therefore, we present one case study in this article: A Java Programming PBL. The application is developed as an additional module for…

Benefits and Financial Impacts of Adopting Technology in Learning

ERIC Educational Resources Information Center

Grenman, Katri; Isomursu, Minna; Federley, Maija; Seisto, Anu

2013-01-01

This paper summarizes the results of an analysis of the impacts of adopting information and communication technology (ICT) solutions in a learning context. The analysis is based on a literature survey of articles reporting research cases studying the impact of adopting ICT based solutions in various learning contexts. The subject has been reviewed…

International Community-Based Service Learning: Two Comparative Case Studies of Benefits and Tensions

ERIC Educational Resources Information Center

Akhurst, Jacqueline

2016-01-01

The drives to internationalise the UK curriculum and psychology students' desires to work in communities are brought together in this paper. International community-based learning (ICBL) links with many psychology students' motivations to make contributions to others; with the potential to enhance students' learning and cultural sensitivities. The…

Improving Problem-Based Learning in Creative Communities through Effective Group Evaluation

ERIC Educational Resources Information Center

West, Richard E.; Williams, Greg; Williams, David

2013-01-01

In this case study, we researched one cohort from the Center for Animation, a higher education teaching environment that has successfully fostered group creativity and learning outcomes through problem-based learning. Through live and videotaped observations of the interactions of this community over 18 months, in addition to focused interviews…

Inquiry-Based Science Education: Scaffolding Pupils' Self-Directed Learning in Open Inquiry

ERIC Educational Resources Information Center

van Uum, Martina S. J.; Verhoeff, Roald P.; Peeters, Marieke

2017-01-01

This paper describes a multiple case study on open inquiry-based learning in primary schools. During open inquiry, teachers often experience difficulties in balancing support and transferring responsibility to pupils' own learning. To facilitate teachers in guiding open inquiry, we developed hard and soft scaffolds. The hard scaffolds consisted of…

Agriscience Teachers' Implementation of Digital Game-Based Learning in an Introductory Animal Science Course

ERIC Educational Resources Information Center

Webb, Angela W.; Bunch, J. C.; Wallace, Maria F.

2015-01-01

In today's technological age, visions for technology integration in the classroom continue to be explored and examined. Digital game-based learning is one way to purposefully integrate technology while maintaining a focus on learning objectives. This case study sought to understand agriscience teachers' experiences implementing digital game-based…

Education in the New Millennium: The Case for Design-Based Learning

ERIC Educational Resources Information Center

Lee, Hyun-Kyung; Breitenberg, Mark

2010-01-01

This article focuses on current examples of project or design-based learning at the secondary school level in the context of the increasing importance of creativity and innovative thinking in the twenty-first century. The authors argue that students today learn more effectively in pedagogical practices that emphasise holistic thinking, active…

Learning from Errors in Dual Vocational Education: Video-Enhanced Instructional Strategies

ERIC Educational Resources Information Center

Cattaneo, Alberto A. P.; Boldrini, Elena

2017-01-01

Purpose: Starting from the identification of some theoretically driven instructional principles, this paper presents a set of empirical cases based on strategies to learn from errors. The purpose of this paper is to provide first evidence about the feasibility and the effectiveness for learning of video-enhanced error-based strategies in…

Institutionalizing Community-Based Learning and Research: The Case for External Networks

ERIC Educational Resources Information Center

Shrader, Elizabeth; Saunders, Mary Anne; Marullo, Sam; Benatti, Sylvia; Weigert, Kathleen Maas

2008-01-01

Conversations continue as to whether and how community-based learning and research (CBLR) can be most effectively integrated into the mission and practice of institutions of higher education (IHEs). In 2005, eight District of Columbia- (DC-) area universities affiliated with the Community Research and Learning (CoRAL) Network engaged in a planning…

Zoology Students' Experiences of Collaborative Enquiry in Problem-Based Learning

ERIC Educational Resources Information Center

Harland, Tony

2002-01-01

This paper presents an action-research case study that focuses on experiences of collaboration in a problem-based learning (PBL) course in Zoology. Our PBL model was developed as a research activity in partnership with a commercial organisation. Consequently, learning was grounded in genuine situations of practice in which a high degree of…

Collaboration, Intragroup Conflict, and Social Skills in Project-Based Learning

ERIC Educational Resources Information Center

Lee, Dabae; Huh, Yeol; Reigeluth, Charles M.

2015-01-01

This case study was conducted in two high school classrooms that utilized collaborative project-based learning (PBL). Collaboration is an important instructional strategy, especially used in conjunction with PBL, and is an essential learning outcome for the twenty-first century. This study examined how collaboration can be achieved as a learning…

Complexity-Based Learning and Teaching: A Case Study in Higher Education

ERIC Educational Resources Information Center

Fabricatore, Carlo; López, María Ximena

2014-01-01

This paper presents a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The strategy aimed at generating conditions fostering individual and collective learning in educational complex adaptive systems, and led the design of the course through an iterative and adaptive…

Expanding Omani Learners' Horizons through Project-Based Learning: A Case Study

ERIC Educational Resources Information Center

Dauletova, Victoria

2014-01-01

As a relatively innovative teaching/learning approach in the Arabian Gulf region, in general, and in Oman, in particular, project-based learning requires progressive amendments and adaptations to the national culture of the learner. This article offers analysis of the current state of the approach in the local educational environment. Furthermore,…

Impeding Phenomena Emerging from Students' Constructivist Online Game-Based Learning Process: Implications for the Importance of Teacher Facilitation

ERIC Educational Resources Information Center

Jong, Morris Siu-yung; Shang, Junjie

2015-01-01

"Virtual Interactive Student-Oriented Learning Environment" ("VISOLE") is a pedagogical approach to integrating constructivist online game-based learning (COGBLe) into formal teaching in school education. This paper reports a qualitative case study on the implementation of VISOLE (in secondary Geography education) in which we…

Effect of digital problem-based learning cases on student learning outcomes in ophthalmology courses.

PubMed

Kong, Jun; Li, Xiaoyan; Wang, Youdong; Sun, Wei; Zhang, Jinsong

2009-09-01

To assess the impact of digital problem-based learning (PBL) cases on student learning in ophthalmology courses. Ninety students were randomly divided into 3 classes (30 students per class). The first class studied under a didactic model. The other 2 classes were divided into 6 groups (10 students per group) and received PBL teaching; 3 groups studied via cases presented in digital form and the others studied via paper-form cases. The results of theoretical and case analysis examinations were analyzed using the chi(2) test. Student performance on the interval practice was analyzed using the Kruskal-Wallis test. Questionnaires were used to evaluate student and facilitator perceptions. Students in the digital groups exhibited better performance in the practice procedures according to tutorial evaluations compared with the other groups (P < .05). The 2 PBL classes had significantly higher mean results of theoretical and case analysis examinations (P < .001), but there was no significant difference between the 2 PBL classes. Ninety-three percent of students in the digital groups (vs 73% in the paper groups) noted that the cases greatly stimulated their interest. Introducing PBL into ophthalmology could improve educational quality and effectiveness. Digital PBL cases stimulate interest and motivate students to further improve diagnosis and problem-handling skills.

Social E-Learning in Topolor: A Case Study

ERIC Educational Resources Information Center

Shi, Lei; Al Qudah, Dana; Cristea, Alexandra I.

2013-01-01

Social e-learning is a process through which learners achieve their learning goals via social interactions with each other by sharing knowledge, skills, abilities and educational materials. Adaptive e-learning enables adaptation and personalization of the learning process, based on learner needs, knowledge, preferences and other characteristics.…

Measuring the Effectiveness of Blended Learning Environment: A Case Study in Malaysia

ERIC Educational Resources Information Center

Wai, Cho Cho; Seng, Ernest Lim Kok

2015-01-01

Learning environment has always been traditionally associated with the physical presence of classrooms, textbooks, pen-and-paper examinations and teachers. However, today's evolving technology has rapidly changed the face of education. Online learning, teleconferencing, internet, Computer Assisted Learning (CAL), Web-Based Distance Learning (WBDL)…

Computer-Assisted Learning in UK Engineering Degree Programmes: Lessons Learned from an Extensive Case Study Programme

ERIC Educational Resources Information Center

Rothberg, S. J.; Lamb, F. M.; Willis, L.

2006-01-01

This paper gives a synopsis of an extensive programme of case studies on real uses of computer-assisted learning (CAL) materials within UK engineering degree programmes. The programme was conducted between 2000 and 2003 and followed a questionnaire-based survey looking at CAL use in the UK and in Australia. The synopsis reveals a number of key…

Inductive learning of thyroid functional states using the ID3 algorithm. The effect of poor examples on the learning result.

PubMed

Forsström, J

1992-01-01

The ID3 algorithm for inductive learning was tested using preclassified material for patients suspected to have a thyroid illness. Classification followed a rule-based expert system for the diagnosis of thyroid function. Thus, the knowledge to be learned was limited to the rules existing in the knowledge base of that expert system. The learning capability of the ID3 algorithm was tested with an unselected learning material (with some inherent missing data) and with a selected learning material (no missing data). The selected learning material was a subgroup which formed a part of the unselected learning material. When the number of learning cases was increased, the accuracy of the program improved. When the learning material was large enough, an increase in the learning material did not improve the results further. A better learning result was achieved with the selected learning material not including missing data as compared to unselected learning material. With this material we demonstrate a weakness in the ID3 algorithm: it can not find available information from good example cases if we add poor examples to the data.

Case study: use of problem-based learning to develop students' technical and professional skills

NASA Astrophysics Data System (ADS)

Warnock, James N.; Mohammadi-Aragh, M. Jean

2016-03-01

Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, 'Does PBL enable students to develop desirable professional engineering skills?' The desirable skills identified were communication, teamwork, problem solving and self-directed learning. Forty-seven students enrolled in a biomedical materials course participated in the case study. Students worked in teams to complete a series of problems throughout the semester. The results showed that students made significant improvements in their problem-solving skills, written communication and self-directed learning. Students also demonstrated an ability to work in teams and communicate orally. In conclusion, this case study provides empirical evidence of the efficacy of PBL on student learning. We discuss findings from our study and provide observations of student performance and perceptions that could be useful for faculty and researchers interested in PBL for biomedical engineering education.

A guide to using case-based learning in biochemistry education.

PubMed

Kulak, Verena; Newton, Genevieve

2014-01-01

Studies indicate that the majority of students in undergraduate biochemistry take a surface approach to learning, associated with rote memorization of material, rather than a deep approach, which implies higher cognitive processing. This behavior relates to poorer outcomes, including impaired course performance and reduced knowledge retention. The use of case-based learning (CBL) into biochemistry teaching may facilitate deep learning by increasing student engagement and interest. Abundant literature on CBL exists but clear guidance on how to design and implement case studies is not readily available. This guide provides a representative review of CBL uses in science and describes the process of developing CBL modules to be used in biochemistry. Included is a framework to implement a directed CBL assisted with lectures in a content-driven biochemistry course regardless of class size. Moreover, this guide can facilitate adopting CBL to other courses. Consequently, the information presented herein will be of value to undergraduate science educators with an interest in active learning pedagogies. © 2014 The International Union of Biochemistry and Molecular Biology.

Exploring Young Children's Performance on and Acceptance of an Educational Scenario-Based Digital Game for Teaching Route-Planning Strategies: A Case Study

ERIC Educational Resources Information Center

Lin, Yi-Hui; Hou, Huei-Tse

2016-01-01

Researchers suggest that game-based learning (GBL) can be used to facilitate mathematics learning. However, empirical GBL research that targets young children is still limited. The purposes of the study is to develop a scenario-based digital game to promote children's route-planning ability, to empirically explore children's learning performance…

Teaching and Learning Technology and New Media in a Community-Based Program: Adult Educators and Older Learners' Experiences

ERIC Educational Resources Information Center

Hernandez, Regina

2016-01-01

This qualitative case study documented the experiences of two adult educators and four older learners' teaching and learning technology and new media in a community-based program in Texas. The research questions guiding this study included: (1) What can we learn from looking at the educational efforts of a community-based programs offering…

A Comparison of Classroom and Online Asynchronous Problem-Based Learning for Students Undertaking Statistics Training as Part of a Public Health Masters Degree

ERIC Educational Resources Information Center

de Jong, N.; Verstegen, D. M. L.; Tan, F. E. S.; O'Connor, S. J.

2013-01-01

This case-study compared traditional, face-to-face classroom-based teaching with asynchronous online learning and teaching methods in two sets of students undertaking a problem-based learning module in the multilevel and exploratory factor analysis of longitudinal data as part of a Masters degree in Public Health at Maastricht University. Students…

A Case-Based, Problem-Based Learning Approach to Prepare Master of Public Health Candidates for the Complexities of Global Health

PubMed Central

Winskell, Kate; McFarland, Deborah A.; del Rio, Carlos

2015-01-01

Global health is a dynamic, emerging, and interdisciplinary field. To address current and emerging global health challenges, we need a public health workforce with adaptable and collaborative problem-solving skills. In the 2013–2014 academic year, the Hubert Department of Global Health at the Rollins School of Public Health–Emory University launched an innovative required core course for its first-year Master of Public Health students in the global health track. The course uses a case-based, problem-based learning approach to develop global health competencies. Small teams of students propose solutions to these problems by identifying learning issues and critically analyzing and synthesizing new information. We describe the course structure and logistics used to apply this approach in the context of a large class and share lessons learned. PMID:25706029

Case-Based Instruction: Improving Students' Conceptual Understanding through Cases in a Mechanical Engineering Course

ERIC Educational Resources Information Center

Yadav, Aman; Vinh, Megan; Shaver, Gregory M.; Meckl, Peter; Firebaugh, Stephanie

2014-01-01

Recently, there has been a push within engineering curricula to adopt more learner-centered pedagogies, such as case-based instruction. Case-based instruction has been hypothesized to make the curriculum more relevant and motivating for students by pushing them to integrate the concepts they have learned with other experiences. The current study…

High School Economics, Cooperative Learning, and the End-of-Course-Test--A Case Study

ERIC Educational Resources Information Center

Beavers, Sharon

2011-01-01

The primary purpose of this twelve-week case study was to explore the use of a cooperative learning strategy with small groups of students in a 12th-grade economics class as diverse learners prepared for tests. The complete case study was based on observations of students, student surveys, focus group interviews, and interviews with educators at…

Case Studies' Effect on Undergraduates' Achievement, Attitudes, and Team Shared Mental Models in Educational Psychology

ERIC Educational Resources Information Center

Razzouk, Rim; Johnson, Tristan E.

2013-01-01

The purpose of this study was to examine the effect of case studies on learning outcomes, attitudes toward instructions, and team shared mental models (SMM) in a team-based learning environment in an undergraduate educational psychology course. Approximately 105 students who participated in this study were randomly assigned to either a case-study…

The Dilemma of Case-Based Teaching and Learning in Science in Hong Kong: Students Need It, Want It, but May Not Value It. Research Report

ERIC Educational Resources Information Center

McNaught, Carmel; Lau, W. M.; Lam, Paul; Hui, Mark Y. Y.; Au, Peter C. T.

2005-01-01

The paper reports a study for determining a suitable process for converting traditional surface science courses into case-based learning ones in two universities in Hong Kong. In this preparative study, a set of baseline data was collected on the current level of students' conceptual understanding and also students' perceptions about the…

The Salida Valley Unified School District: A Case Study in Policy Making with Regard to the Award of Credit for Experience-Based Learning.

ERIC Educational Resources Information Center

Banker, Nancy Sirmay

This case study of a small suburban school district in the San Francisco Bay Area examines the interplay among individuals and groups within the district who make and implement policy decisions. The issue of awarding credit for experience-based learning focuses and directs the study. As an introduction to examination of the ways decisions are…

The learning curve of robot-assisted laparoscopic fundoplication in children: a prospective evaluation and CUSUM analysis.

PubMed

Cundy, Thomas P; Rowland, Simon P; Gattas, Nicholas E; White, Alan D; Najmaldin, Azad S

2015-06-01

Fundoplication is a leading application of robotic surgery in children, yet the learning curve for this procedure (RF) remains ill-defined. This study aims to identify various learning curve transition points, using cumulative summation (CUSUM) analysis. A prospective database was examined to identify RF cases undertaken during 2006-2014. Time-based surgical process outcomes were evaluated, as well as clinical outcomes. A total of 57 RF cases were included. Statistically significant transitions beyond the learning phase were observed at cases 42, 34 and 37 for docking, console and total operating room times, respectively. A steep early learning phase for docking time was overcome after 12 cases. There were three Clavien-Dindo grade ≥ 3 complications, with two patients requiring redo fundoplication. We identified numerous well-defined learning curve trends to affirm that experience confers significant temporal improvements. Our findings highlight the value of the CUSUM method for learning curve evaluation. Copyright © 2014 John Wiley & Sons, Ltd.

The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23.

PubMed

Thistlethwaite, Jill Elizabeth; Davies, David; Ekeocha, Samilia; Kidd, Jane M; MacDougall, Colin; Matthews, Paul; Purkis, Judith; Clay, Diane

2012-01-01

Case-based learning (CBL) is a long established pedagogical method, which is defined in a number of ways depending on the discipline and type of 'case' employed. In health professional education, learning activities are commonly based on patient cases. Basic, social and clinical sciences are studied in relation to the case, are integrated with clinical presentations and conditions (including health and ill-health) and student learning is, therefore, associated with real-life situations. Although many claims are made for CBL as an effective learning and teaching method, very little evidence is quoted or generated to support these claims. We frame this review from the perspective of CBL as a type of inquiry-based learning. To explore, analyse and synthesise the evidence relating to the effectiveness of CBL as a means of achieving defined learning outcomes in health professional prequalification training programmes. We focused the review on CBL for prequalification health professional programmes including medicine, dentistry, veterinary science, nursing and midwifery, social care and the allied health professions (physiotherapy, occupational therapy, etc.). Papers were required to have outcome data on effectiveness. The search covered the period from 1965 to week 4 September 2010 and the following databases: ASSIA, CINAHL, EMBASE, Education Research, Medline and Web of Knowledge (WoK). Two members of the topic review group (TRG) independently reviewed the 173 abstracts retrieved from Medline and compared findings. As there was good agreement on inclusion, one went onto review the WoK and ASSIA EndNote databases and the other the Embase, CINAHL and Education Research databases to decide on papers to submit for coding. Coding and data analysis: The TRG modified the standard best evidence medical education coding sheet to fit our research questions and assessed each paper for quality. After a preliminary reliability exercise, each full paper was read and graded by one reviewer with the papers scoring 3-5 (of 5) for strength of findings being read by a second reviewer. A summary of each completed coding form was entered into an Excel spread sheet. The type of data in the papers was not amenable to traditional meta-analysis because of the variability in interventions, information given, student numbers (and lack of) and timings. We, therefore, adopted a narrative synthesis method to compare, contrast, synthesise and interpret the data, working within a framework of inquiry-based learning. The final number of coded papers for inclusion was 104. The TRG agreed that 23 papers would be classified as of higher quality and significance (22%). There was a wide diversity in the type, timing, number and length of exposure to cases and how cases were defined. Medicine was the most commonly included profession. Numbers of students taking part in CBL varied from below 50 to over 1000. The shortest interventions were two hours, and one case, whereas the longest was CBL through a whole year. Group sizes ranged from students working alone to over 30, with the majority between 2 and 15 students per group. The majority of studies involved single cohorts of students (61%), with 29% comparing multiple groups, 8% involving different year groups and 2% with historical controls. The outcomes evaluation was either carried out postintervention only (78 papers; 75%), preintervention and postintervention (23 papers; 22%) or during and postintervention (3 papers; <3%). Our analysis provided the basis for discussion of definitions of CBL, methods used and advocated, topics and learning outcomes and whether CBL is effective based on the evaluation data. Overwhelmingly, students enjoy CBL and think that it enhances their learning. The empirical data taken as a whole are inconclusive as to the effects on learning compared with other types of activity. Teachers enjoy CBL, partly because it engages, and is perceived to motivate, students. CBL seems to foster learning in small groups though whether this is the case delivery or the group learning effect is unclear.

Interplay of Entrepreneurial Learning Forms: A Case Study of Experiential Learning Settings

ERIC Educational Resources Information Center

Ramsgaard, Michael Breum; Christensen, Marie Ernst

2018-01-01

This paper explores the concept of learning in a setting of experiential knowledge acquisition. The main focus is how facilitators of learning processes can design learning spaces, where the boundaries of what is expected from the learner are challenged. The aim is to explore the action-based learning processes occurring in experiential learning…

Features of Effective Professional Learning: A Case Study of the Implementation of a System-Based Professional Learning Model

ERIC Educational Resources Information Center

Labone, Elizabeth; Long, Janette

2016-01-01

The impact of quality teaching on student learning has led to an increased focus on professional learning to support and improve teacher practice. Review of the literature on effective professional learning suggests six elements that support sustained change in teacher practice; namely, focus, learning components, feedback, collaborative…

Supporting the scholar role in intensive care nursing.

PubMed

Melles, M; Freudenthal, A; de Ridder, H

2012-01-01

This study investigates how future informatics applications can support and challenge intensive care nurses (ICU nurses) to grow and learn continuously. To this end a research-and-design tool is introduced which is based on a model of the nursing process that starts from the idea that a nurse fulfills three different roles: the role of practitioner (using information immediately to base actions upon), the role of scholar (using information later on to learn from) and the role of human (coping with stress and dealing with emotions). In this paper the focus is on the scholar role. Twenty-eight intensive care staff members from six different hospitals were asked to recount an imposing experience from the perspective of each role. Regarding the scholar role, the participants mentioned 77 learning strategies they adopt for individual as well as organizational learning. Individual learning concerned reflection on former patient cases, reflection on current patient cases to anticipate a change in the patient's condition and reflection on personal behavior and decisions. Organizational learning concerned reflection on former patient cases. Examples of specific strategies were formal team evaluations focused on procedure and understanding the perspective of team members, being present at autopsies, and giving feedback on the nursing skills of colleagues. Based on these strategies design implications are defined for future nursing informatics applications, which will be presented.

Improving education in primary care: development of an online curriculum using the blended learning model.

PubMed

Lewin, Linda Orkin; Singh, Mamta; Bateman, Betzi L; Glover, Pamela Bligh

2009-06-10

Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at (http://casemed.case.edu/cpcp/curriculum). Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course. Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam. Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.

How to get the most out of your orthopaedic fellowship: thinking about practice-based learning.

PubMed

Templeman, David

2012-09-01

Practice-based learning and improvement is an important skill set to develop during an orthopaedic trauma fellowship and is 1 of the 6 core competencies stated by the ACGME. The review of clinic cases is best done using a few simple models to develop a structured approach for studying cases. Three common sense and easy-to-use strategies to improve clinical practice are as follows: performing each case three times, studying the 4 quadrants of patient outcomes, and the application of the Pareto 80/20 rule. These principles help to develop a structured approach for analyzing and thinking about practice-based experiences.

Exploring the Potential of Art-Based Education for Adolescents with Learning Disabilities: A Case Study of Engagement in Learning through the Arts

ERIC Educational Resources Information Center

Abedin, Golnar

2010-01-01

The purpose of this study was to explore the benefits of arts-based education for adolescents with learning disabilities (LD) placed in an inclusion program. The goal was to examine the potential of arts education as an inclusive curricular component that enhances students' engagement in learning. The study is framed within the education policy…

The Impact of ICT as Another Route to Overcome Learning Barriers for Students with SEN: A Case Study in an Egyptian Context

ERIC Educational Resources Information Center

Al-Gawhary, Wedad; Kambouri, Maria

2012-01-01

The purpose of this case study was to measure the impact of using ICT in Individual Learning Programmes of students with learning disabilities. Twenty five students and thirteen teachers took part in the research which was based on classroom observations. The Kappa coefficient was employed as a measure to statistically quantify the students'…

Environmental Learning in Regions: A Social Capital Based Approach. The Case of Latvia

ERIC Educational Resources Information Center

Sechi, Guido; Borri, Dino; De Lucia, Caterina; Celmins, Viesturs

2018-01-01

How do people learn about the environment and behave accordingly? What is the cognitive process at the base of this learning mechanism? The present paper is a pilot work investigating the dynamics of individual environmental knowledge on the basis of social capital theory. Using Tsai and Ghoshal's findings, a well known framework widely accepted…

Teaching Community-Based Learning Course in Retailing Management

ERIC Educational Resources Information Center

Rhee, Eddie

2018-01-01

This study outlines the use of a community-based learning (CBL) applied to a Retailing Management course conducted in a 16-week semester in a private institution in the East Coast. The study addresses the case method of teaching and its potential weaknesses, and discusses experiential learning for a real-world application. It further addresses CBL…

Problem-Based Learning--Buginese Cultural Knowledge Model--Case Study: Teaching Mathematics at Junior High School

ERIC Educational Resources Information Center

Cheriani, Cheriani; Mahmud, Alimuddin; Tahmir, Suradi; Manda, Darman; Dirawan, Gufran Darma

2015-01-01

This study aims to determine the differences in learning output by using Problem Based Model combines with the "Buginese" Local Cultural Knowledge (PBL-Culture). It is also explores the students activities in learning mathematics subject by using PBL-Culture Models. This research is using Mixed Methods approach that combined quantitative…

Assessing Long-Term Effects of Inquiry-Based Learning: A Case Study from College Mathematics

ERIC Educational Resources Information Center

Kogan, Marina; Laursen, Sandra L.

2014-01-01

As student-centered approaches to teaching and learning are more widely applied, researchers must assess the outcomes of these interventions across a range of courses and institutions. As an example of such assessment, this study examined the impact of inquiry-based learning (IBL) in college mathematics on undergraduates' subsequent grades…

Encouraging Engagement in Game-Based Learning

ERIC Educational Resources Information Center

Whitton, Nicola

2011-01-01

It is a common misconception that game-based learning is, by its very nature, engaging for the majority of learners. This is not necessarily the case, particularly for learners in Higher Education who may need to be persuaded of the value of learning games. For some learners, games may simply not be perceived as engaging--either in terms of an…

Implementing Problem-Based Learning in a Taiwanese Elementary Classroom: A Case Study of Challenges and Strategies

ERIC Educational Resources Information Center

Li, Hui-Chuan

2012-01-01

This paper outlines some preliminary findings from a one-year problem-based learning (PBL) intervention in a Taiwanese elementary mathematics classroom. PBL stands within the philosophy of social constructivism, which emphasises that learning is a social process, not a product. In general, it involves three main characteristics. The first is that…

A Community-Based Research Approach to Develop an Educational Web Portal

ERIC Educational Resources Information Center

Preiser-Houy, Lara; Navarrete, Carlos J.

2011-01-01

Service-learning projects are becoming more prevalent in Information Systems education. This study explores the use of community-based research, a special kind of a service-learning strategy, in an Information Systems web development course. The paper presents a case study of a service-learning project to develop an educational web portal for a…

Educational Facility Design and Project Based Learning: "The Real Connection"

ERIC Educational Resources Information Center

Schrader, David L.; Sole, John

2009-01-01

There is a case to be made for the integration of the Project Based Service Learning (PBSL) process and the design and construction of educational facilities. A growing body of research supports the notion that the formulaic educational system of the last hundred years may no longer serve the learning styles of new and future generations. Their…

Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases

ERIC Educational Resources Information Center

Dias, Sofia B.; Diniz, José A.; Hadjileontiadis, Leontios J.

2014-01-01

The combination of the process of pedagogical planning within the Blended (b-) learning environment with the users' quality of interaction ("QoI") with the Learning Management System (LMS) is explored here. The required "QoI" (both for professors and students) is estimated by adopting a fuzzy logic-based modeling approach,…

The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students: A Case Study

ERIC Educational Resources Information Center

Chad, Paul

2012-01-01

Marketing educators are often faced with poor preclass preparation by students, declining student interest in attending classes as the semester progresses, and student complaints regarding previous bad experiences with team assessment activities. Team-based learning (TBL) is an innovative teaching strategy using semiformalized guidelines aimed to…

Integrating Blended and Problem-Based Learning into an Architectural Housing Design Studio: A Case Study

ERIC Educational Resources Information Center

Bregger, Yasemin Alkiser

2017-01-01

This paper presents how a blended learning pedagogic model is integrated into an architectural design studio by adapting the problem-based learning process and housing issues in Istanbul Technical University (ITU), during fall 2015 and spring 2016 semesters for fourth and sixth level students. These studios collaborated with the "Introduction…

Problem-Based Learning in an Online Course: A Case Study

ERIC Educational Resources Information Center

Cheaney, James D.; Ingebritsen, Thomas S.

2005-01-01

Problem-based learning (PBL) is the use of a "real world" problem or situation as a context for learning. The present study explores the use of PBL in an online biotechnology course. In the PBL unit, student groups dealt with the ethical, legal, social, and human issues surrounding pre-symptomatic DNA testing for a genetic disease. Issues…

Contributions of Early Work-Based Learning: A Case Study of First Year Pharmacy Students

ERIC Educational Resources Information Center

Ting, Kang Nee; Wong, Kok Thong; Thang, Siew Ming

2009-01-01

Generally work-based learning opportunities are only offered to students in their penultimate year of undergraduate study. Little is known about the benefits and shortcomings of such experiential learning for students in the early stages of their undergraduate education. This is a mixed method study investigating first year undergraduate pharmacy…

Curiosité: Inquiry-Based Instruction and Bilingual Learning

ERIC Educational Resources Information Center

McElvain, Cheryl M.; Smith, Heidi A.

2016-01-01

The issues that prompt this study are based on current research indicating the positive effects of inquiry learning on the cognitive development of children. The purpose of this case study was to understand the effects of inquiry learning on the academic achievement and bilingual verbal ability of 5th grade bilingual students in a French/English…

Some Results of Weak Anticipative Concept Applied in Simulation Based Decision Support in Enterprise

NASA Astrophysics Data System (ADS)

Kljajić, Miroljub; Kofjač, Davorin; Kljajić Borštnar, Mirjana; Škraba, Andrej

2010-11-01

The simulation models are used as for decision support and learning in enterprises and in schools. Tree cases of successful applications demonstrate usefulness of weak anticipative information. Job shop scheduling production with makespan criterion presents a real case customized flexible furniture production optimization. The genetic algorithm for job shop scheduling optimization is presented. Simulation based inventory control for products with stochastic lead time and demand describes inventory optimization for products with stochastic lead time and demand. Dynamic programming and fuzzy control algorithms reduce the total cost without producing stock-outs in most cases. Values of decision making information based on simulation were discussed too. All two cases will be discussed from optimization, modeling and learning point of view.

E-Learning in a Competitive Firm Setting

ERIC Educational Resources Information Center

Olafsen, Runar Normark; Cetindamar, Dilek

2005-01-01

This paper explores the use of e-learning technologies for organisational learning within a commercial environment. A model has been developed to represent those factors that determine organisational learning. This model has been embedded within a case study based on the use of an e-learning program that was developed in order to enhance…

Developing and Using Interdisciplinary Case Studies in Teaching Geriatrics to Practicing Health Care Professionals.

ERIC Educational Resources Information Center

Owens, Norma J.; Padula, Cynthia A.; Hume, Anne L.

2002-01-01

Interdisciplinary clinical case studies in geriatrics were developed using active and problem-based learning approaches that simulate clinical environments. Feedback from their use in continuing education indicated that facilitators need interdisciplinary group skills, well-written discussion questions enhanced learning, and the presence of all…

Enhancing Personal and Family Finance Courses Using Case Studies

ERIC Educational Resources Information Center

Gudmunson, Clinton G.; Zuiker, Virginia Solis; Katras, Mary Jo; Sabri, Mohamad Fazli

2015-01-01

Growing financial concerns among college students and on college campuses suggests urgency in teaching personal finance more effectively. Active learning approaches to teaching, including the use of case studies, problem-based learning, group work, in-class writing, demonstrations, and so forth, may be more appropriate and useful when used to…

Interdisciplinary problem-based learning as a method to prepare Micronesia for public health emergencies.

PubMed

Yamada, Seiji; Durand, A Mark; Chen, Tai-Ho; Maskarinec, Gregory G

2007-03-01

The University of Hawai'i Pacific Basin Bioterrorism Curriculum Development Project has developed a problem-based learning (PBL) curriculum for teaching health professionals and health professional students about bioterrorism and other public health emergencies. These PBL cases have been incorporated into interdisciplinary training settings in community-based settings, such as in the small island districts of the U.S.-Affiliated Pacific Islands. Quantitative and qualitative methods have been utilized in the evaluation of the PBL cases, PBL tutorials, and the accomplishment of learning objectives. Evaluation of the PBL tutorials demonstrates that PBL is an educational and training modality appropriate for such settings. Participants found it helpful to learn in interdisciplinary groups. The educational process was modified in accordance with local culture. PBL is a useful educational modality for settings where healthcare staffing and available resources are limited.

Describing the on-line graduate science student: An examination of learning style, learning strategy, and motivation

NASA Astrophysics Data System (ADS)

Spevak, Arlene J.

Research in science education has presented investigations and findings related to the significance of particular learning variables. For example, the factors of learning style, learning strategy and motivational orientation have been shown to have considerable impact upon learning in a traditional classroom setting. Although these data have been somewhat generous for the face-to-face learning situation, this does not appear to be the case for distance education, particularly the Internet-based environment. The purpose of this study was to describe the on-line graduate science student, regarding the variables of learning style, learning strategy and motivational orientation. It was believed that by understanding the characteristics of adult science learners and by identifying their learning needs, Web course designers and science educators could create on-line learning programs that best utilized students' strengths in learning science. A case study method using a questionnaire, inventories, telephone interviews and documents was applied to nine graduate science students who participated for ten weeks in an asynchronous, exclusively Internet mediated graduate science course at a large, Northeastern university. Within-case and cross-case analysis indicated that these learners displayed several categories of learning styles as well as learning strategies. The students also demonstrated high levels of both intrinsic and extrinsic motivation, and this, together with varying strategy use, may have compensated for any mismatch between their preferred learning styles and their learning environment. Recommendations include replicating this study in other online graduate science courses, administration of learning style and learning strategy inventories to perspective online graduate science students, incorporation of synchronous communication into on-line science courses, and implementation of appropriate technology that supports visual and kinesthetic learners. Although the study was limited to nine participants, the implications of the findings are clear. Most adult science students experience learning in an on-line environment. Those who are independent, highly motivated learners and utilize a variety of learning strategies can adapt their learning style to the situational aspects of the learning environment. This further indicates that Internet-based graduate science education institutions should become aware of different learning styles and strategies, and be prepared to address this variety when developing and delivering such programming.

Student perceptions of a virtual learning environment for a problem-based learning undergraduate medical curriculum.

PubMed

de Leng, Bas A; Dolmans, Diana H J M; Muijtjens, Arno M M; van der Vleuten, Cees P M

2006-06-01

To investigate the effects of a virtual learning environment (VLE) on group interaction and consultation of information resources during the preliminary phase, self-study phase and reporting phase of the problem-based learning process in an undergraduate medical curriculum. A questionnaire was administered to 355 medical students in Years 1 and 2 to ask them about the perceived usefulness of a virtual learning environment that was created with Blackboard for group interaction and the use of learning resources. The students indicated that the VLE supported face-to-face interaction in the preliminary discussion and in the reporting phase but did not stimulate computer-mediated distance interaction during the self-study phase. They perceived that the use of multimedia in case presentations led to a better quality of group discussion than if case presentations were exclusively text-based. They also indicated that the information resources that were hyperlinked in the VLE stimulated the consultation of these resources during self-study, but not during the reporting phase. Students indicated that the use of a VLE in the tutorial room and the inclusion of multimedia in case presentations supported processes of active learning in the tutorial groups. However, if we want to exploit the full potential of asynchronous computer-mediated communication to initiate in-depth discussion during the self-study phase, its application will have to be selective and deliberate. Students indicated that the links in the VLE to selected information in library repositories supported their learning.

A One-year Case Study: Understanding the Rich Potential of Project-based Learning in a Virtual Reality Class for High School Students

NASA Astrophysics Data System (ADS)

Morales, Teresa M.; Bang, EunJin; Andre, Thomas

2013-10-01

This paper presents a qualitative case analysis of a new and unique, high school, student-directed, project-based learning (PBL), virtual reality (VR) class. In order to create projects, students learned, on an independent basis, how to program an industrial-level VR machine. A constraint was that students were required to produce at least one educational application of VR. This study incorporated in-depth classroom observations, interviews with students, analyses of student projects, and surveys of parents and teachers to examine the social and learning processes in the class, and the nature of content learning represented in student projects. The results demonstrated that PBL can be effective even with minimal teacher guidance. The findings substantiate an educational approach rich with promise, for at least some students, that deserves considerable additional study to maximize its powerful potentials for independent and peer-mentored learning.

The Application of Web-Based Teaching and Learning in Tertiary Institution--A Case Study in Hong Kong

ERIC Educational Resources Information Center

Fung, Alex C. W.; Fu, Frank H. K.; Cheung, W. S.

2005-01-01

The experience of a two-year project to promote the use of Web-based teaching and learning at XXX University was presented. A total of 68 courses over two semesters were included in the study. Surveys of students and teachers suggested that the quality of learning and teaching were improved. Over 80% of the students had used Web-based teaching and…

Evaluation of the level of difficulty of patient cases for veterinary problem-solving examination: a preliminary comparison of three taxonomies of learning.

PubMed

Koskinen, Heli

2007-01-01

An important issue that has received insufficient attention in the use of problem-based learning in the medical curriculum is the mode of assessing the level of difficulty of patient cases. In the present study, the level of difficulty of case-based questions in a veterinary degree final examination in reproduction was evaluated. First, cognitive taxonomies were evaluated to clarify whether qualitative methods such as Bloom's taxonomy, the Structure of the Observed Learning Outcome (SOLO) taxonomy, and the Amsterdam Clinical Challenge Scale (ACCS) differed from each other as evaluation tools for problem-based cases. Using these taxonomies, 30 case-based questions from the final examination in reproduction in the Helsinki veterinary program were initially evaluated to determine which one was best suited to the evaluation of the difficulty of cases. In follow-up, the same cases were also evaluated by an experienced veterinary instructor in reproduction, with the aim of gaining insight into using these approaches to evaluating difficulty. It would appear, from this preliminary assessment, that the SOLO taxonomy may be the most suitable for evaluating the difficulty of patient cases, since the instructor's quality rating resembled more closely the SOLO than the Bloom taxonomy or the ACCS. It is to be emphasized that the purpose of this study was to provide a preliminary evaluation of possible approaches that might be used to assess patient-case difficulty. Resolving all issues will require a greater number of evaluations of all components.

Challenges in Modeling and Measuring Learning Trajectories

ERIC Educational Resources Information Center

Confrey, Jere; Jones, R. Seth; Gianopulos, Garron

2015-01-01

Briggs and Peck make a compelling case for creating new, more intuitive measures of learning, based on creating vertical scales using learning trajectories (LT) in place of "domain sampling." We believe that the importance of creating measurement scales that coordinate recognizable landmarks in learning trajectories with interval scales…

Work-based learning experiences help students with disabilities transition to careers: a case study of University of Washington projects.

PubMed

Bellman, Scott; Burgstahler, Sheryl; Ladner, Richard

2014-01-01

This case study describes evidence-based practices employed by a collection of University of Washington projects that engage high school and postsecondary students with disabilities in work-based learning experiences such as industry and research internships, career development activities, job shadows, field trips, and mock interviews. The purpose of the article is two-fold. First, authors share best practices with others who wish to increase the participation of students with disabilities in work-based learning and thereby contribute to their academic and career success. The article discusses methods used to recruit students, employers and mentors, match students with specific opportunities, and prepare students for success. Second, authors share outcomes from studies regarding participation in these work-based learning opportunities, which include increased employment success, motivation to work toward a career, knowledge about careers and the workplace, job-related skills, ability to work with supervisors and coworkers, skills in self-advocating for accommodations, and perceived career options.

Using standardized patients versus video cases for representing clinical problems in problem-based learning

PubMed Central

2016-01-01

Purpose: The quality of problem representation is critical for developing students’ problem-solving abilities in problem-based learning (PBL). This study investigates preclinical students’ experience with standardized patients (SPs) as a problem representation method compared to using video cases in PBL. Methods: A cohort of 99 second-year preclinical students from Inje University College of Medicine (IUCM) responded to a Likert scale questionnaire on their learning experiences after they had experienced both video cases and SPs in PBL. The questionnaire consisted of 14 items with eight subcategories: problem identification, hypothesis generation, motivation, collaborative learning, reflective thinking, authenticity, patient-doctor communication, and attitude toward patients. Results: The results reveal that using SPs led to the preclinical students having significantly positive experiences in boosting patient-doctor communication skills; the perceived authenticity of their clinical situations; development of proper attitudes toward patients; and motivation, reflective thinking, and collaborative learning when compared to using video cases. The SPs also provided more challenges than the video cases during problem identification and hypotheses generation. Conclusion: SPs are more effective than video cases in delivering higher levels of authenticity in clinical problems for PBL. The interaction with SPs engages preclinical students in deeper thinking and discussion; growth of communication skills; development of proper attitudes toward patients; and motivation. Considering the higher cost of SPs compared with video cases, SPs could be used most advantageously during the preclinical period in the IUCM curriculum. PMID:26923094

Factors Impeding Implementation of Web-Based Distance Learning

ERIC Educational Resources Information Center

Falowo, Rasheed Olaniyi

2007-01-01

Economic and technological changes are occurring at an accelerating rate in our information and communication-based society, making life-long learning for everyone a necessity. This is particularly the case in the transition period from industrial production to a knowledge and communication-based society. The confluence of technology,…

An initial investigation on developing a new method to predict short-term breast cancer risk based on deep learning technology

NASA Astrophysics Data System (ADS)

Qiu, Yuchen; Wang, Yunzhi; Yan, Shiju; Tan, Maxine; Cheng, Samuel; Liu, Hong; Zheng, Bin

2016-03-01

In order to establish a new personalized breast cancer screening paradigm, it is critically important to accurately predict the short-term risk of a woman having image-detectable cancer after a negative mammographic screening. In this study, we developed and tested a novel short-term risk assessment model based on deep learning method. During the experiment, a number of 270 "prior" negative screening cases was assembled. In the next sequential ("current") screening mammography, 135 cases were positive and 135 cases remained negative. These cases were randomly divided into a training set with 200 cases and a testing set with 70 cases. A deep learning based computer-aided diagnosis (CAD) scheme was then developed for the risk assessment, which consists of two modules: adaptive feature identification module and risk prediction module. The adaptive feature identification module is composed of three pairs of convolution-max-pooling layers, which contains 20, 10, and 5 feature maps respectively. The risk prediction module is implemented by a multiple layer perception (MLP) classifier, which produces a risk score to predict the likelihood of the woman developing short-term mammography-detectable cancer. The result shows that the new CAD-based risk model yielded a positive predictive value of 69.2% and a negative predictive value of 74.2%, with a total prediction accuracy of 71.4%. This study demonstrated that applying a new deep learning technology may have significant potential to develop a new short-term risk predicting scheme with improved performance in detecting early abnormal symptom from the negative mammograms.

Case Problems for Problem-Based Pedagogical Approaches: A Comparative Analysis

ERIC Educational Resources Information Center

Dabbagh, Nada; Dass, Susan

2013-01-01

A comparative analysis of 51 case problems used in five problem-based pedagogical models was conducted to examine whether there are differences in their characteristics and the implications of such differences on the selection and generation of ill-structured case problems. The five pedagogical models were: situated learning, goal-based scenario,…

Case based learning: a method for better understanding of biochemistry in medical students.

PubMed

Nair, Sandhya Pillai; Shah, Trushna; Seth, Shruti; Pandit, Niraj; Shah, G V

2013-08-01

Health professionals need to develop analytic and diagnostic thinking skills and not just a mere accumulation of large amount of facts. Hence, Case Based Learning (CBL) has been used in the medical curriculum for this reason, so that the students are exposed to the real medical problems, which helps them in develop analysing abilities. This also helps them in interpreting and solving the problems and in the course of doing this, they develop interest. In addition to didactic lectures, CBL was used as a learning method. This study was conducted in the Department of Biochemistry, S.B.K.S.M.I and R.C, Sumandeep Vidyapeeth ,Piparia, Gujarat, India. A group of 100 students were selected and they were divided into two groups as the control group and the study group. A total of 50 students were introduced to case based learning, which formed the study group and 50 students who attended didactic lectures formed the control group. A very significant improvement (p<0.0001) was observed among the students after the CBL sessions and they were also motivated by these sessions. A 4 point Likert scale questionnaire which contained 8 questions was administered to the students, to know their perception on the usefulness of the CBL. 98% of the students reported that they found the CBL sessions to be an interesting method of gaining knowledge. 84% of them felt that they exposed them to an experience of logical application of the knowledge which was gained in cracking cases, which would be of great help in the future also. Case Based Learning (CBL) was used and it is effective in the medical curriculum for a better understanding of Biochemistry among the medical students.

Creation and pilot testing of cases for case-based learning: A pedagogical approach for pathology cancer diagnosis.

PubMed

Sayed, Shahin; Lester, Susan C; Wilson, Michael; Berney, Daniel; Masia, Ricard; Moloo, Zahir; Stall, Jennifer; Eslan, Alexia; Ayers, Stephanie; Mutuku, Angela; Guarner, Jeannette

2017-01-01

Case-based learning (CBL) is an established pedagogical active learning method used in various disciplines and defined based on the field of study and type of case. The utility of CBL for teaching specific aspects of cancer diagnosis to practising pathologists has not been previously studied in sub-Saharan Africa. We aimed to pilot test standardised cancer cases on a group of practising pathologists in sub-Saharan Africa to evaluate case content, clarity of questions and delivery of content. Expert faculty created cases for the four most commonly diagnosed cancers. The format included mini-cases and bullet cases which were all open-ended. The questions dealt with interpretation of clinical information, gross specimen examination, morphologic characteristics of tumours, ancillary testing, reporting and appropriate communication to clinicians. Cases on breast, cervical, prostate and colorectal cancers were tested on seven practising pathologists. Each case took an average of 45-90 min to complete.Questions that were particularly challenging to testers were on: Specimens they should have been but for some reason were not exposed to in routine practice.Ancillary testing and appropriate tumour staging.New knowledge gained included tumour grading and assessment of radial margins. Revisions to cases were made based on testers' feedback, which included rewording of questions to reduce ambiguity and adding of tables to clarify concepts. Cases were created for CBL in Kenya, but these are applicable elsewhere in Africa and beyond to teach cancer diagnosis. The pilot testing of cases prepared faculty for the actual CBL course and feedback provided by the testers assisted in improving the questions and impact on day-to-day practice.

Creation and pilot testing of cases for case-based learning: A pedagogical approach for pathology cancer diagnosis

PubMed Central

Wilson, Michael; Masia, Ricard; Moloo, Zahir; Stall, Jennifer; Eslan, Alexia; Ayers, Stephanie; Mutuku, Angela

2017-01-01

Background Case-based learning (CBL) is an established pedagogical active learning method used in various disciplines and defined based on the field of study and type of case. The utility of CBL for teaching specific aspects of cancer diagnosis to practising pathologists has not been previously studied in sub-Saharan Africa. Objectives We aimed to pilot test standardised cancer cases on a group of practising pathologists in sub-Saharan Africa to evaluate case content, clarity of questions and delivery of content. Methods Expert faculty created cases for the four most commonly diagnosed cancers. The format included mini-cases and bullet cases which were all open-ended. The questions dealt with interpretation of clinical information, gross specimen examination, morphologic characteristics of tumours, ancillary testing, reporting and appropriate communication to clinicians. Results Cases on breast, cervical, prostate and colorectal cancers were tested on seven practising pathologists. Each case took an average of 45–90 min to complete. Questions that were particularly challenging to testers were on: Specimens they should have been but for some reason were not exposed to in routine practice.Ancillary testing and appropriate tumour staging. New knowledge gained included tumour grading and assessment of radial margins. Revisions to cases were made based on testers’ feedback, which included rewording of questions to reduce ambiguity and adding of tables to clarify concepts. Conclusion Cases were created for CBL in Kenya, but these are applicable elsewhere in Africa and beyond to teach cancer diagnosis. The pilot testing of cases prepared faculty for the actual CBL course and feedback provided by the testers assisted in improving the questions and impact on day-to-day practice. PMID:29147646

Interactive case-based learning improves resident knowledge and confidence in reproductive endocrinology and infertility.

PubMed

Goldman, Kara N; Tiegs, Ashley W; Uquillas, Kristen; Nachtigall, Margaret; Fino, M Elizabeth; Winkel, Abigail F; Lerner, Veronica

2017-06-01

Resident physicians' scores on the REI section of the CREOG exam are traditionally low, and nearly 40% of house staff nation-wide perceive their REI knowledge to be poor. We aimed to assess whether an interactive case-based group-learning curriculum would narrow the REI knowledge gap by improving understanding and retention of core REI concepts under the time constraints affecting residents. A three-hour case-based workshop was developed to address four primary CREOG objectives. A multiple-choice test was administered immediately before and after the intervention and 7 weeks post-workshop, to evaluate both knowledge and confidence. Following the intervention, residents self-reported increased confidence with counseling and treatment of PCOS, ovulation induction cycle monitoring, counseling and treatment of POI, and breaking bad news related to infertility (p < 0.05). The multiple-choice exam was re-administered 7 weeks post-intervention, and scores remained significantly improved compared to pre-workshop scores (p < 0.05). At that time, all residents either strongly agreed (91.7%) or agreed (8.3%) that the case-based interactive format was preferable to traditional lecture-based teaching. In conclusion, a nontraditional curriculum aimed at teaching core REI concepts to residents through interactive case-based learning can be successfully integrated into a residency curriculum, and significantly improves knowledge and confidence of critical concepts in REI.

Student learning outcomes associated with video vs. paper cases in a public health dentistry course.

PubMed

Chi, Donald L; Pickrell, Jacqueline E; Riedy, Christine A

2014-01-01

Educational technologies such as video cases can improve health professions student learning outcomes, but few studies in dentistry have evaluated video-based technologies. The goal of this study was to compare outcomes associated with video and paper cases used in an introductory public health dentistry course. This was a retrospective cohort study with a historical control group. Based on dual coding theory, the authors tested the hypotheses that dental students who received a video case (n=37) would report better affective, cognitive, and overall learning outcomes than students who received a paper case (n=75). One-way ANOVA was used to test the hypotheses across ten cognitive, two affective, and one general assessment measures (α=0.05). Students in the video group reported a significantly higher overall mean effectiveness score than students in the paper group (4.2 and 3.3, respectively; p<0.001). Video cases were also associated with significantly higher mean scores across the remaining twelve measures and were effective in helping students achieve cognitive (e.g., facilitating good discussions, identifying public health problems, realizing how health disparities might impact their future role as dentists) and affective (e.g., empathizing with vulnerable individuals, appreciating how health disparities impact real people) goals. Compared to paper cases, video cases significantly improved cognitive, affective, and overall learning outcomes for dental students.

Discovery and Use of Online Learning Resources: Case Study Findings

ERIC Educational Resources Information Center

Recker, Mimi M.; Dorward, James; Nelson, Laurie Miller

2004-01-01

Much recent research and funding have focused on building Internet-based repositories that contain collections of high-quality learning resources, often called "learning objects." Yet little is known about how non-specialist users, in particular teachers, find, access, and use digital learning resources. To address this gap, this article…

Sustaining Professional Learning Communities: Case Studies

ERIC Educational Resources Information Center

Hipp, Kristine; Huffman, Jane; Pankake, Anita; Olivier, Dianne

2008-01-01

The purpose is to document the ongoing development of two schools in becoming professional learning communities and the effects of meaningful collaboration on teacher learning. The question that guides this research is: How does a school become a sustainable professional learning community? The theoretical framework is based on the work of Senge,…

Designing Personalized Learning Products for Middle School Mathematics: The Case for Networked Learning Games

ERIC Educational Resources Information Center

Evans, Michael A.; Pruett, Jordan; Chang, Mido; Nino, Miguel

2014-01-01

Middle school mathematics education is subject to ongoing reform based on advances in digital instructional technologies, especially learning games, leading to recent calls for investment in "personalized learning." Through an extensive literature review, this investigation identified three priority areas that should be taken into…

Analyzing Teacher Narratives in Early Childhood Garden-Based Education

ERIC Educational Resources Information Center

Murakami, Christopher Daniel; Su-Russell, Chang; Manfra, Louis

2018-01-01

Learning gardens can provide dynamic learning and developmental experiences for young children. This case study of 12 early childhood teachers explores how teachers describe (1) learning across numerous school readiness domains and (2) how to support this learning by promoting opportunities for autonomy, relatedness, and competence. Participants…

Width, Length, and Height Conceptions of Students with Learning Disabilities

ERIC Educational Resources Information Center

Güven, N. Dilsad; Argün, Ziya

2018-01-01

Teaching responsive to the needs of students with learning disabilities (LD) can be provided through understanding students' conceptions and their ways of learning. The current research, as a case study based on qualitative design, aimed to investigate the conceptions of students with learning disabilities with regard to the different…

Promoting Critical Thinking through Service Learning: A Home-Visiting Case Study

ERIC Educational Resources Information Center

Campbell, Cynthia G.; Oswald, Brianna R.

2018-01-01

As stated in APA Learning Outcomes 2 and 3, two central goals of higher education instruction are promoting students' critical thinking skills and connecting student learning to real-life applications. To meet these goals, a community-based service-learning experience was designed using task value, interpersonal accountability, cognitive…

Exploring Small Group Analysis of Instructional Design Cases in Online Learning Environments

ERIC Educational Resources Information Center

Trespalacios, Jesus

2017-01-01

The case-based approach is a constructivist instructional strategy that helps students apply their emerging knowledge by studying design problems in authentic real-world situations. One important instructional strategy in case-based instruction is to analyze cases in small groups before discussing them with the whole class. This study investigates…

Agriscience Teachers' Implementation of Digital Game-based Learning in an Introductory Animal Science Course

NASA Astrophysics Data System (ADS)

Webb, Angela W.; Bunch, J. C.; Wallace, Maria F. G.

2015-12-01

In today's technological age, visions for technology integration in the classroom continue to be explored and examined. Digital game-based learning is one way to purposefully integrate technology while maintaining a focus on learning objectives. This case study sought to understand agriscience teachers' experiences implementing digital game-based learning in an introductory animal science course. From interviews with agriscience teachers on their experiences with the game, three themes emerged: (1) the constraints of inadequate and inappropriate technologies, and time to game implementation; (2) the shift in teacher and student roles necessitated by implementing the game; and (3) the inherent competitive nature of learning through the game. Based on these findings, we recommend that pre-service and in-service professional development opportunities be developed for teachers to learn how to implement digital game-based learning effectively. Additionally, with the potential for simulations that address cross-cutting concepts in the next generation science standards, digital game-based learning should be explored in various science teaching and learning contexts.

A Delphi-Based Approach for Detecting Key E-Learning Trends in Postgraduate Education: The Spanish Case

ERIC Educational Resources Information Center

Lopez-Catalan, Blanca; Bañuls, Victor A.

2017-01-01

Purpose: The purpose of this paper is to present the results of national level Delphi study carried out in Spain aimed at providing inputs for higher education administrators and decision makers about key e-learning trends for supporting postgraduate courses. Design/methodology/approach: The ranking of the e-learning trends is based on a…

Dynamic Educational e-Content Selection Using Multiple Criteria in Web-Based Personalized Learning Environments.

ERIC Educational Resources Information Center

Manouselis, Nikos; Sampson, Demetrios

This paper focuses on the way a multi-criteria decision making methodology is applied in the case of agent-based selection of offered learning objects. The problem of selection is modeled as a decision making one, with the decision variables being the learner model and the learning objects' educational description. In this way, selection of…

Learning to Be a Programmer in a Complex Organization: A Case Study on Practice-Based Learning during the Onboarding Process at Google

ERIC Educational Resources Information Center

Johnson, Maggie; Senges, Max

2010-01-01

Purpose: This paper seeks to analyse the effectiveness and impact of how Google currently trains its new software engineers ("Nooglers") to become productive in the software engineering community. The research focuses on the institutions and support for practice-based learning and cognitive apprenticeship in the Google environment.…

A University's Strategic Adoption Process of an PBL-Aligned eLearning Environment: An Exploratory Case Study

ERIC Educational Resources Information Center

Blackburn, Greg

2017-01-01

Much has been written about the promise and peril of technology in education. This paper presents an empirical study that explores how technology can play a pivotal role in student learning and how teaching staff can adopt innovative technology-based approaches in the creation of interactive online problem-based learning (PBL) resources, allowing…

Building an Online Library for Interpretation Training: Explorations into an Effective Blended-Learning Mode

ERIC Educational Resources Information Center

Chan, Clara Ho-yan

2014-01-01

This paper reports on a blended-learning project that aims to develop a web-based library of interpreting practice resources built on the course management system Blackboard for Hong Kong interpretation students to practise outside the classroom. It also evaluates the library's effectiveness for learning, based on a case study that uses it to…

Are Dewey's Ideas Alive and Well in New Zealand Undergraduate Education? Kiwi Case Studies of Inquiry-Based Learning

ERIC Educational Resources Information Center

O'Steen, Billy

2008-01-01

Inquiry-based learning (IBL) is an approach that could be used by undergraduate educators that appears to meet the suggestions by Dewey to integrate students' interests and experiences with content knowledge. The IBL approach has been described as "a range of strategies used to promote learning through students' active, and increasingly…

A Silent Revolution: From Sketching to Coding--A Case Study on Code-Based Design Tool Learning

ERIC Educational Resources Information Center

Xu, Song; Fan, Kuo-Kuang

2017-01-01

Along with the information technology rising, Computer Aided Design activities are becoming more modern and more complex. But learning how to operation these new design tools has become the main problem lying in front of each designer. This study was purpose on finding problems encountered during code-based design tools learning period of…

The Effect of a Multimedia Learning Environment on the Knowledge, Attitude, Confidence, and Skill of Dental Hygiene Students

ERIC Educational Resources Information Center

Stegeman, Cynthia A.

2011-01-01

The purpose of this study was to compare the effects of a student-centered, interactive, case-based, multimedia learning environment to a traditional tutorial-based, multimedia learning environment on second-year dental hygiene students (n = 29). Surveys were administered at four points to measure attainment and retention of knowledge, attitude,…

The Role of Project-Based Learning in IT: A Case Study in a Game Development and Entrepreneurship Program

ERIC Educational Resources Information Center

Hogue, Andrew; Kapralos, Bill; Desjardins, Francois

2011-01-01

Purpose: Problem/project-based-learning (PBL) approaches have traditionally been shown to be effective for learning within many professional programs that are directly related to the students' future career. The PBL approach has been adopted for over four decades in such fields as medicine and engineering and studies have demonstrated that…

Replacing Lectures with Small Groups: The Impact of Flipping the Residency Conference Day

PubMed Central

King, Andrew M.; Mayer, Chad; Barrie, Michael; Greenberger, Sarah; Way, David P.

2018-01-01

The flipped classroom, an educational alternative to the traditional lecture, has been widely adopted by educators at all levels of education and across many disciplines. In the flipped classroom, learners prepare in advance of the face-to-face meeting by learning content material on their own. Classroom time is reserved for application of the learned content to solving problems or discussing cases. Over the past year, we replaced most residency program lectures with small-group discussions using the flipped-classroom model, case-based learning, simulation and procedure labs. In the new model, residents prepared for conference by reviewing a patient case and studying suggested learning materials. Conference day was set aside for facilitated small-group discussions about the case. This is a cross-cohort study of emergency medicine residents who experienced the lecture-based curriculum to residents in the new flipped-classroom curriculum using paired comparisons (independent t-tests) on in-training exam scores while controlling for program year level. We also compared results of the evaluation of various program components. We observed no differences between cohorts on in-training examination scores. Small-group methods were rated the same across program years. Two program components in the new curriculum, an updated format of both adult and pediatric case conferences, were rated significantly higher on program quality. In preparation for didactics, residents in the new curriculum report spending more time on average with outside learning materials, including almost twice as much time reviewing textbooks. Residents found the new format of the case conferences to be of higher quality because of the inclusion of rapid-fire case discussions with targeted learning points. PMID:29383050

Integrating E-Learning 2.0 into Online Courses

ERIC Educational Resources Information Center

Yuen, Steve Chi-Yin

2014-01-01

This paper provides an overview of e-learning 2.0 concepts and presents a case study that involves the design, development, and teaching of two online courses based on e-learning 2.0 concepts. The design and the construction of e-learning 2.0 courses, and their effects on the students' learning experience are examined. In addition, students'…

Construction of Course Ubiquitous Learning Based on Network

ERIC Educational Resources Information Center

Wang, Xue; Zhang, Wei; Yang, Xinhui

2017-01-01

Ubiquitous learning has been more and more recognized, which describes a new generation of learning from a new point of view. Ubiquitous learning will bring the new teaching practice and teaching reform, which will become an essential way of learning in 21st century. Taking translation course as a case study, this research constructed a system of…

Why STEM Learning Communities Work: The Development of Psychosocial Learning Factors through Social Interaction

ERIC Educational Resources Information Center

Carrino, Stephanie Sedberry; Gerace, William J.

2016-01-01

STEM learning communities facilitate student academic success and persistence in science disciplines. This prompted us to explore the underlying factors that make learning communities successful. In this paper, we report findings from an illustrative case study of a 2-year STEM-based learning community designed to identify and describe these…

Academic Workload Implications of Assessing Student Learning in Work-Integrated Learning

ERIC Educational Resources Information Center

Bilgin, Ayse A.; Rowe, Anna D.; Clark, Lindie

2017-01-01

Assessment of student learning is a crucial part of quality work—integrated learning (WIL), yet presents some significant challenges for WIL practitioners. Assessment of WIL differs to assessment in classroom based courses because of the complexities of assessing the more holistic nature of learning in WIL, as well as (in many cases)…

Inquiry-Based Science Instruction in High School Biology Courses: A Multiple Case Study

ERIC Educational Resources Information Center

Aso, Eze

2014-01-01

A lack of research exists about how secondary school science teachers use inquiry-based instruction to improve student learning. The purpose of this qualitative study was to explore how science teachers used inquiry-based instruction to improve student learning in high school biology courses. The conceptual framework was based on Banchi and Bell's…

The Development of Work-Based Learning as Part of Post-Qualifying Education: A Case Study from the School of Nursing, University of Salford, UK

ERIC Educational Resources Information Center

Owens, Denise; Rutherford, June

2007-01-01

This paper describes the conception and progress to date of the development of work-based learning as part of post-qualifying education in the School of Nursing at the University of Salford. There is a changing culture in the university in relation to the delivery of programmes via non-traditional routes. In this context, work-based learning is a…

Combining Learning and Assessment in Assessment-Based Gaming Environments: A Case Study from a New York City School

ERIC Educational Resources Information Center

Zapata-Rivera, Diego; VanWinkle, Waverely; Doyle, Bryan; Buteux, Alyssa; Bauer, Malcolm

2009-01-01

Purpose: The purpose of this paper is to propose and demonstrate an evidence-based scenario design framework for assessment-based computer games. Design/methodology/approach: The evidence-based scenario design framework is presented and demonstrated by using BELLA, a new assessment-based gaming environment aimed at supporting student learning of…

Theories and Applications of Massive Online Open Courses (MOOCs): The Case for Hybrid Design

ERIC Educational Resources Information Center

Anders, Abram

2015-01-01

Initial studies of learning in massive open online courses (MOOCs) primarily focused on participation patterns and participant experiences. More recently, research has addressed learning theories and offered case studies of different pedagogical designs for MOOCs. Based on a meta-analysis and synthesis of the research literature, this study…

A Case Study Examination of Best Practices of Professional Learning Communities

ERIC Educational Resources Information Center

Akopoff, Tanya M.

2010-01-01

A current trend in education is that small teacher groups, called professional learning communities (PLC), are being advocated as a tool to help teachers reach struggling students. Educators planning to use PLC as an intervention strategy can benefit from research-based information about PLC best practices. This multiple case study addressed the…

Collaborative Interactivity and Integrated Thinking in Brazilian Business Schools Using Cognitive Flexibility Hypertexts: The Panteon Project

ERIC Educational Resources Information Center

Lima, Marcos; Koehler, Matthew J.; Spiro, Rand J.

2004-01-01

In this article, we discuss how the Harvard Method of case study, Interactive Communication Technologies, and Cognitive Flexibility Theory may contribute to case-based learning about business decision-making. In particular, we are interested in designing learning environments that foster critical thinking, creativity, and reasoning that entertains…

Comparative Case Study on Designing and Applying Flipped Classroom at Universities

ERIC Educational Resources Information Center

Lim, Cheolil; Kim, Sunyoung; Lee, Jihyun; Kim, Hyeonsu; Han, Hyeongjong

2014-01-01

There have been many reports on cases where flipped classroom was applied which put greater emphasis on conducting various learning activities during class. However, there is a limitation in redesigning existing university lectures as flipped classrooms merely based on reports that describe the learning activities of and their effects on…

Playing the Literacy Game: A Case Study in Adult Education

ERIC Educational Resources Information Center

Kambouri, Maria; Thomas, Siobhan; Mellar, Harvey

2006-01-01

Runner is a high-quality educational game designed by the University for Industry (UfI/"learndirect") to attract young adults who find learning in formal educational contexts difficult. A case study evaluation of this novel application of an adventure game genre to literacy learning is discussed, based on observations and interviews in…

Science Education and Sustainability: A Case-Study in Discussion-Based Learning.

ERIC Educational Resources Information Center

Gayford, Chris

1995-01-01

Explores links between science education and current developments in environmental education that take account of the concept of sustainability and the impact of local action on global issues. Uses the greenhouse effect as a case-study example with 16-year-old students. Reports that students learned more effectively using a discussion-based…

Improvisational Theatre as Public Pedagogy: A Case Study of "Aesthetic" Pedagogy in Leadership Development

ERIC Educational Resources Information Center

Katz-Buonincontro, Jen

2011-01-01

How does improvisational theatre promote aesthetic learning in leaders, emphasizing emotion and somatic, or sensory, knowledge? While improvisational theatre has been used in organizational settings, there is little empirical research describing the aesthetic learning process geared towards preparing educational leaders. Based on a case study of…

Utilizing the Peer Group Method with Case Studies to Teach Pharmacokinetics.

ERIC Educational Resources Information Center

Sims, Pamela J.

1994-01-01

A pharmacy school large-group (110 students) course in pharmacokinetics was designed to incorporate small-group team-based problem solving. The method allows students to learn material through traditional lecture, research the topic further, discuss the information gained, and apply the learning to specific cases in a manner that promotes…

Kanbay's Global Leadership Development Program: A Case Study of Virtual Action Learning

ERIC Educational Resources Information Center

Marsh, Catherine; Johnson, Carrie

2005-01-01

This study examines action learning as a vehicle for the transfer of organizational values in a multi-cultural, virtual-team based leadership development process. A Case Study of Kanbay International's Global Leadership Development Program is used as a lens through which HRD researchers and practitioners may glimpse new possibilities for the…

Using evidence-integrated e-learning to enhance case management continuing education for psychiatric nurses: a randomised controlled trial with follow-up.

PubMed

Liu, Wen-I; Rong, Jiin-Ru; Liu, Chieh-Yu

2014-11-01

E-learning is a flexible strategy to improve nurses' knowledge of case management, but there are methodological limitations in previous research into the effectiveness of such programs. To describe the development and effectiveness of an evidence-integrated e-learning program in case management continuing education for Taiwanese psychiatric nurses. Multiple methods were adopted to develop the program and a randomised controlled trial with repeated measures was employed to evaluate it. The e-learning program was developed in four stages: (1) systematic review of literature; (2) needs assessment through a national survey and focus group; (3) development of learning materials; and (4) pilot test. Following program development, psychiatric nurses were recruited and randomly allocated into an experimental or comparison group. The experimental group participated in an e-learning continuing education program. The case management knowledge index with sufficient reliability and validity and a satisfaction survey were used to determine the outcomes. A generalised estimating equation was used to assess the difference between the 2 groups before, after, and at 3 months follow-up. The learning material comprised 5 simulated learning modules, self-assessment questions, learning cases, sharing experiences, and learning resources. A total of 200 participants completed the 3 measurements. Knowledge scores in the experimental group significantly exceeded those in the comparison group after the program and at the 3-month follow-up. Participants reported positive learning perceptions. The program provides an evidence-based educational resource for nursing continuing education in case management. Copyright © 2014 Elsevier Ltd. All rights reserved.

Case-Based Learning in Athletic Training

ERIC Educational Resources Information Center

Berry, David C.

2013-01-01

The National Athletic Trainers' Association (NATA) Executive Committee for Education has emphasized the need for proper recognition and management of orthopaedic and general medical conditions through their support of numerous learning objectives and the clinical integrated proficiencies. These learning objectives and integrated clinical…

Drugs & the Brain: Case-based Instruction for an Undergraduate Neuropharmacology Course.

PubMed

Nagel, Anastasia; Nicholas, Andrea

2017-01-01

In order to transform a traditional large non-majors general education (GE) neurobiology lecture (Drugs & the Brain) into an active learning course, we developed a series of directed mini-cases targeting major drug classes. Humorous and captivating case-based situations were used to better engage and motivate students to solve problems related to neuropharmacology and physiology. Here we provide directed cases, questions and learning outcomes for our opiates mini-cases. In addition, we describe how case studies were incorporated into our course and assessed using peer review and online quizzing. An in-depth analysis of the overall course transformation on student exam performance, opinions and instructor evaluations can be found in the JUNE article Don't Believe the Gripe! Increasing Course Structure in a Large Non-majors Neuroscience Course.

ROENTGEN: case-based reasoning and radiation therapy planning.

PubMed Central

Berger, J.

1992-01-01

ROENTGEN is a design assistant for radiation therapy planning which uses case-based reasoning, an artificial intelligence technique. It learns both from specific problem-solving experiences and from direct instruction from the user. The first sort of learning is the normal case-based method of storing problem solutions so that they can be reused. The second sort is necessary because ROENTGEN does not, initially, have an internal model of the physics of its problem domain. This dependence on explicit user instruction brings to the forefront representational questions regarding indexing, failure definition, failure explanation and repair. This paper presents the techniques used by ROENTGEN in its knowledge acquisition and design activities. PMID:1482869

Direct heuristic dynamic programming for damping oscillations in a large power system.

PubMed

Lu, Chao; Si, Jennie; Xie, Xiaorong

2008-08-01

This paper applies a neural-network-based approximate dynamic programming method, namely, the direct heuristic dynamic programming (direct HDP), to a large power system stability control problem. The direct HDP is a learning- and approximation-based approach to addressing nonlinear coordinated control under uncertainty. One of the major design parameters, the controller learning objective function, is formulated to directly account for network-wide low-frequency oscillation with the presence of nonlinearity, uncertainty, and coupling effect among system components. Results include a novel learning control structure based on the direct HDP with applications to two power system problems. The first case involves static var compensator supplementary damping control, which is used to provide a comprehensive evaluation of the learning control performance. The second case aims at addressing a difficult complex system challenge by providing a new solution to a large interconnected power network oscillation damping control problem that frequently occurs in the China Southern Power Grid.

A Case-Based Learning Model in Orthodontics.

ERIC Educational Resources Information Center

Engel, Francoise E.; Hendricson, William D.

1994-01-01

A case-based, student-centered instructional model designed to mimic orthodontic problem solving and decision making in dental general practice is described. Small groups of students analyze case data, then record and discuss their diagnoses and treatments. Students and instructors rated the seminars positively, and students reported improved…

Organising the Chemistry of Question-Based Learning: A Case Study

ERIC Educational Resources Information Center

de Jesus, Helena Pedrosa; de Souza, Francisle Neri; Teixeira-Dias, Jose J. C.; Watts, Mike

2005-01-01

Designing inquiry-based-learning with and for university students develops problem-solving skills and logical reasoning, as well as reflective thinking. It involves working as a member of a team, questioning, being creative, shaping the skills for continued intellectual development. It is argued that inquiry-based group work is one of the most…

Exploring the Influence of Web-Based Portfolio Development on Learning to Teach Elementary Science

ERIC Educational Resources Information Center

Avraamidou, Lucy; Zembal-Saul, Carla

2006-01-01

This qualitative case study examined web-based portfolio development in the service of supporting reflective thinking and learning within the innovative context of Professional Development Schools. Specifically, this study investigated the nature of the evidence-based philosophies developed by prospective teachers as the central part of the…

Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†

PubMed Central

Bonney, Kevin M.

2015-01-01

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses. PMID:25949753

Case study teaching method improves student performance and perceptions of learning gains.

PubMed

Bonney, Kevin M

2015-05-01

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

The CASE Project: Evaluation of Case-Based Approaches to Learning and Teaching in Statistics Service Courses

ERIC Educational Resources Information Center

Fawcett, Lee

2017-01-01

The CASE project (Case-based Approaches to Statistics Education; see www.mas.ncl.ac.uk/~nlf8/innovation) was established to investigate how the use of real-life, discipline-specific case study material in Statistics service courses could improve student engagement, motivation, and confidence. Ultimately, the project aims to promote deep learning…

Improving resident's skills in the management of circulatory shock with a knowledge-based e-learning tool.

PubMed

Riaño, David; Real, Francis; Alonso, Jose Ramon

2018-05-01

Correct clinical management of circulatory shock in emergency departments (ER) and intensive care units (ICU) is critical. In this context, the transmission of professional skills by means of the practical supervision of real cases at the point of care entails important issues that can be widely overcome with the use of computer knowledge-based e-learning tools. Shock-Instructor is a web-based e-learning tool implementing the already tested training program model (TPM) that uses a knowledge base about the evidence found in the clinical practice guidelines about seven types of shock. This tool is expected to reduce the learning times and to improve the skills of hospital residents with regard to both the correct application of the guidelines and patient recovery, suppressing the risks of direct interventions. Shock-Instructor has been used to train residents in the Emergency Department of the Hospital Clínic de Barcelona (Spain) in order to reduce the learning cycle without affecting quality. A case-base with the description of 51 cases with shock and a knowledge-base with 137 clinical rules about the treatment of shock were incorporated to the Shock-Instructor system. A group of 33 residents was involved in a randomized controlled trial to check whether the use of Shock-Instructor can significantly improve the skills of clinicians after one week of problem-based training. No significant differences were found in the skill levels of the intervention (IG) and control (CG) groups prior to learning. However, we observed an improvement of the IG clinicians capacity to stabilize patients with shock in better clinical conditions (5% improvement, p = 0.004), and to reduce the risk of death in 19.52% (p = 0.004), after training. First-year residents in IG enhanced 14.3% their sensitivity in the correct application of guidelines (p = 0.01), and 14.9% the mean survival rate of their patients (p = 0.01), after being trained with Shock-Instructor for a week. Residents with specialties different from ER and ICU enhanced 16.1% their application of guidelines (p = 0.04), and 14.5% the survival rate of the cases attended (p = 0.01). Web-oriented knowledge-based e-learning computer tools such as Shock-Instructor can significantly reduce the learning time of ER and ICU residents, while enhancing their assimilation of evidence-based medicine and both the survival rate and health condition of patients with shock. Copyright © 2018 Elsevier B.V. All rights reserved.

Towards Meaningful Learning through Digital Video Supported, Case Based Teaching

ERIC Educational Resources Information Center

Hakkarainen, Paivi; Saarelainen, Tarja; Ruokamo, Heli

2007-01-01

This paper reports an action research case study in which a traditional lecture based, face to face "Network Management" course at the University of Lapland's Faculty of Social Sciences was developed into two different course versions resorting to case based teaching: a face to face version and an online version. In the face to face…

The Design and Development of a Multimedia Case-Based Environment on Parental Engagement

ERIC Educational Resources Information Center

Roushias, Christos; Barton, Angela Calabrese; Drake, Corey

2009-01-01

The purpose of this paper is to present the rationale and principles that guided the design and development of PARENTS, a multimedia case-based environment. Following a development research approach, the tenets of constructivist learning, and the advantages of case-based instruction, we developed a multimedia program in which we utilized and…

The Use of Student Consulting Projects as an Active Learning Pedagogy: A Case Study in a Production/Operations Management Course

ERIC Educational Resources Information Center

Heriot, Kirk C.; Cook, Ron; Jones, Rita C.; Simpson, Leo

2008-01-01

Active learning has attracted considerable attention in higher education in response to concerns about how and what students are learning. There are many different forms of active learning, yet most of them are classroom based. We propose an alternative to active learning in the classroom through active learning outside of the classroom in the…

Impact of Web-based Case Conferencing on Cancer Genetics Training Outcomes for Community-based Clinicians

PubMed Central

Blazer, Kathleen R.; Christie, Christina; Uman, Gwen; Weitzel, Jeffrey N.

2013-01-01

Introduction Technology and market forces are driving the demand for cancer risk assessment services in the community setting, where few clinicians are trained to order and interpret predictive genetic tests. City of Hope conducts a three-phase course in genetic cancer risk assessment (GCRA) for community-based clinicians, comprised of distance didactics, face-to-face workshops and 12 months of professional development. As designed, the course cannot meet increasing demands for GCRA training. Action research identified face-to-face workshops as a barrier to increasing course capacity. This study compared the learning effectiveness of Web-based case conferencing to face-to-face training. Methods A quasi-experimental design compared pre-post knowledge, skills and professional self-efficacy outcomes from 2009-2010 course cohorts (n=96). The intervention group (n=52) engaged in Web-based case conferences during distance learning; the comparison group (n=44) participated in the course as originally designed. Results Both groups and all practice disciplines demonstrated significant pre-to-post increases on all measures. Knowledge increases were higher for the intervention group (p < .015); skills and self-efficacy increases were comparable between groups (p < .33 and p < .30, respectively). Discussion Findings support the learning utility of Web-based case conferencing. Further studies may inform the development of tools to assess the impact of Web-based case conferencing on practice change and patient outcomes, in alignment with the highest standards of continuing professional development. PMID:22328115

ATLes: the strategic application of Web-based technology to address learning objectives and enhance classroom discussion in a veterinary pathology course.

PubMed

Hines, Stephen A; Collins, Peggy L; Quitadamo, Ian J; Brahler, C Jayne; Knudson, Cameron D; Crouch, Gregory J

2005-01-01

A case-based program called ATLes (Adaptive Teaching and Learning Environments) was designed for use in a systemic pathology course and implemented over a four-year period. Second-year veterinary students working in small collaborative learning groups used the program prior to their weekly pathology laboratory. The goals of ATLes were to better address specific learning objectives in the course (notably the appreciation of pathophysiology), to solve previously identified problems associated with information overload and information sorting that commonly occur as part of discovery-based processes, and to enhance classroom discussion. The program was also designed to model and allow students to practice the problem-oriented approach to clinical cases, thereby enabling them to study pathology in a relevant clinical context. Features included opportunities for students to obtain additional information on the case by requesting specific laboratory tests and/or diagnostic procedures. However, students were also required to justify their diagnostic plans and to provide mechanistic analyses. The use of ATLes met most of these objectives. Student acceptance was high, and students favorably reviewed the online ''Content Links'' that made useful information more readily accessible and level appropriate. Students came to the lab better prepared to engage in an in-depth and high-quality discussion and were better able to connect clinical problems to underlying changes in tissue (lesions). However, many students indicated that the required time on task prior to lab might have been excessive relative to what they thought they learned. The classroom discussion, although improved, was not elevated to the expected level-most likely reflecting other missing elements of the learning environment, including the existing student culture and the students' current discussion skills. This article briefly discusses the lessons learned from ATLes and how similar case-based exercises might be combined with other approaches to enhance and enliven classroom discussions in the veterinary curriculum.

E-Learning in Urology: Implementation of the Learning and Teaching Platform CASUS® - Do Virtual Patients Lead to Improved Learning Outcomes? A Randomized Study among Students.

PubMed

Schneider, Anna-Teresa; Albers, Peter; Müller-Mattheis, Volker

2015-01-01

E-learning is playing an increasing role in medical education, supporting a problem-based and practical oriented education without putting patients at risk and compensating for the decrease in instructor-centered teaching. Not much research has been done concerning learning effects and reaction on behalf of the students. We created computer-based cases for four important diagnoses in urology using the authoring system CASUS®. Fourth-year medical school students were randomized into two groups: (1) the CASUS® group, using the online cases for preparation, and (2) the book group, using a textbook. A multiple-choice test referring to the prepared topic had to be completed at the beginning of each lecture and the results were analyzed. Evaluation of the students concerning the acceptance of the program was done at the end of the semester. Members of the CASUS® group scored significantly higher with an average of 20% better test results than students using textbooks for preparation. Evaluation regarding the program showed a highly positive rating. Limitations include the small study population and the possibly biased test performance of the students. Computerized patient cases facilitate practice-oriented teaching and result in an interesting and engaging learning model with improved learning outcomes. © 2015 S. Karger AG, Basel.

Renewed roles for librarians in problem-based learning in the medical curriculum.

PubMed

Mi, Misa

2011-01-01

Problem-based learning (PBL) is a teaching-learning process or method of instruction that is widely used in medical education curricula. Librarians play important roles as facilitators for PBL as well as guides for information resources. Involvement in PBL activities presents unique opportunities to incorporate library resources and instruction into the medical curriculum. This article reviews the problem-based learning method within the conceptual framework of the learning theory of constructivism. It describes how a medical librarian at a U.S. medical school used emerging technologies to facilitate PBL small group case discussions, guide students to quality information resources, and enhance the learning environment for the PBL process.

Case-based learning and simulation: useful tools to enhance nurses' education? Nonrandomized controlled trial.

PubMed

Raurell-Torredà, Marta; Olivet-Pujol, Josep; Romero-Collado, Àngel; Malagon-Aguilera, Maria Carmen; Patiño-Masó, Josefina; Baltasar-Bagué, Alícia

2015-01-01

To compare skills acquired by undergraduate nursing students enrolled in a medical-surgical course. To compare skills demonstrated by students with no previous clinical practice (undergraduates) and nurses with clinical experience enrolled in continuing professional education (CPE). In a nonrandomized clinical trial, 101 undergraduates enrolled in the "Adult Patients 1" course were assigned to the traditional lecture and discussion (n = 66) or lecture and discussion plus case-based learning (n = 35) arm of the study; 59 CPE nurses constituted a comparison group to assess the effects of previous clinical experience on learning outcomes. Scores on an objective structured clinical examination (OSCE), using a human patient simulator and cases validated by the National League for Nursing, were compared for the undergraduate control and intervention groups, and for CPE nurses (Student's t test). Controls scored lower than the intervention group on patient assessment (6.3 ± 2.3 vs 7.5 ± 1.4, p = .04, mean difference, -1.2 [95% confidence interval (CI) -2.4 to -0.03]) but the intervention group did not differ from CPE nurses (7.5 ± 1.4 vs 8.8 ± 1.5, p = .06, mean difference, -1.3 [95% CI -2.6 to 0.04]). The CPE nurses committed more "rules-based errors" than did undergraduates, specifically patient identifications (77.2% vs 55%, p = .7) and checking allergies before administering medication (68.2% vs 60%, p = .1). The intervention group developed better patient assessment skills than the control group. Case-based learning helps to standardize the process, which can contribute to quality and consistency in practice: It is essential to correctly identify a problem in order to treat it. Clinical experience of CPE nurses was not associated with better adherence to safety protocols. Case-based learning improves the patient assessment skills of undergraduate nursing students, thereby preparing them for clinical practice. © 2014 Sigma Theta Tau International.

How Enterprise Education Can Promote Deep Learning to Improve Student Employability

ERIC Educational Resources Information Center

Moon, Rob; Curtis, Vic; Dupernex, Simon

2013-01-01

This paper focuses on identifying the approaches students take to their learning, with particular regard to issues of enterprise, entrepreneurship and innovation when comparing the traditional lecture format to a more applied, practice-based case study format. The notions of deep and surface learning are used to explain student learning. More…

It's the Journey that Really Matters

ERIC Educational Resources Information Center

Dainton, Sheila

2010-01-01

Right now, accountability is the elephant in the room for many engaged in lifelong learning. It is difficult to find fault with the persuasive, evidence-based case for promoting lifelong learning so lucidly articulated in the main report of the Inquiry into the Future for Lifelong Learning. "Learning Through Life" deftly combines rigorous and…

Facilitating Systemic Research and Learning and the Transition to Agricultural Sustainability

ERIC Educational Resources Information Center

Eksvard, Karin

2010-01-01

This article focuses on how a facilitated process of triple loop learning can enable transition toward more sustainable forms of farming. The article is a case-based study of Participatory Learning and Action Research with organic tomato growers in Malardalen, Sweden. The importance of negotiating learning and action, capacity building, and…

Motivational Factors Affecting Online Learning by Japanese MBA Students

ERIC Educational Resources Information Center

Kikuchi, Hisayo

2006-01-01

In Japan, Internet based learning is still at an early stage. However, adult learners in Japanese society expect the development of flexible e-learning programs. This case study examines motivational factors affecting online learning in a Japanese and Australian MBA program, using observations, interviews and a questionnaire survey. The data were…

Student Conceptions of Peer-Assisted Learning

ERIC Educational Resources Information Center

Hodgson, Yvonne; Benson, Robyn; Brack, Charlotte

2015-01-01

This article reports on a programme in which peer-assisted learning (PAL) was combined with case-based learning (CBL) in a second-year radiologic biology unit of study. Our aim is to explore evidence of whether PAL supported the development of qualitative conceptions of learning. The programme involved students in small PAL groups preparing and…

Principles for Public Funding of Workplace Learning. A Review To Identify Models of Workplace Learning & Funding Principles.

ERIC Educational Resources Information Center

Hawke, Geof; Mawer, Giselle; Connole, Helen; Solomon, Nicky

Models of workplace learning and principles for funding workplace learning in Australia were identified through case studies and a literature review. A diverse array of workplace-based approaches to delivering nationally recognized qualifications were identified. The following were among the nine funding proposals formulated: (1) funding…

Collective Learning and Path Plasticity as Means to Regional Economic Resilience: The Case of Stuttgart

ERIC Educational Resources Information Center

Wink, Rüdiger; Kirchner, Laura; Koch, Florian; Speda, Daniel

2015-01-01

This paper links two strands of literature (collective learning and resilience) by looking at experiences with collective learning as precondition of regional economic resilience. Based on a qualitative empirical study, the emergence of collective learning structures in the Stuttgart region after a macroeconomic and structural crisis at the…

Enhancing Postgraduate Learning and Development: A Participatory Action Learning and Action Research Approach through Conferences

ERIC Educational Resources Information Center

Wood, Lesley; Louw, Ina; Zuber-Skerritt, Ortrun

2017-01-01

As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning…

Applying ergonomics to systems: some documented "lessons learned".

PubMed

Hendrick, Hal W

2008-07-01

Based on evidence accumulated during the author's 45 years of professional experience, the author presents 23 important "lessons learned" regarding applying ergonomics to systems. Documented results from reported cases or other evidence are presented to validate each of these practical learning points.

Active-learning assignments to integrate basic science and clinical course material.

PubMed

Marshall, Leisa L; Nykamp, Diane

2010-09-10

To develop, implement, and evaluate active-learning exercises requiring the integration and application of pathophysiology, medicinal chemistry, pharmacology, and therapeutics knowledge of osteoarthritis and rheumatoid arthritis to formulate therapeutic recommendations for patients with musculoskeletal disorders. Two team-based case study exercises, one evaluating a patient with osteoarthritis and the second, a patient with rheumatoid arthritis, were developed, incorporating material and questions from pathophysiology, medicinal chemistry, pharmacology, and therapeutics. The learning assignments were implemented in a required pharmacotherapy module. Student learning was evaluated using performance on the team-based case study exercises and on 2 examinations. A standard student course evaluation was used to assess students' impressions of the learning activity. The mean student grades for the osteoarthritis and rheumatoid arthritis activities were 9.1 and 8.9, respectively, on a 10-point scale. The majority of students indicated that the learning exercises were more than adequate to excellent in helping students learn. The addition of active-learning activities was successful in teaching pharmacy students the knowledge needed to formulate therapeutic recommendations for patients with musculoskeletal disorders.

Student reflections following exposure to a case-based interprofessional learning experience: Preliminary findings.

PubMed

Goldberg, Lynette R; Brown, Gina R; Mosack, Victoria A; Fletcher, Phyllis A

2015-01-01

This study analyzed students' written reflections following their initial exposure to interprofessional teamwork in case-based problem-solving. A three-hour seminar featuring three sequenced scenarios was developed and offered 12-times over two semesters. A total of 305 students from a variety of healthcare programs worked together with standardized patients in an on-campus laboratory simulating hospital ward and rehabilitation settings. A thematic analysis of students' reflections showed that they valued the shared learning and realistic case study. However, they felt the experience would be strengthened by working in smaller, more representative teams that included students from medicine, psychology, and social work to enable more effective communication and comprehensive case discussion. While useful for future planning, the identified themes did not enable a comparative statistical analysis of what students found helpful and difficult and a re-coding of students' responses now is underway. Implications for measuring the effectiveness of future interprofessional case-based learning center on addressing the identified weaknesses, and establishing a research design that enables a comparison of pre- and post-seminar data, and the effectiveness of the IPE experience compared to profession-specific experiences.

Students' Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video: A Qualitative Study.

PubMed

Pedersen, Kamilla; Moeller, Martin Holdgaard; Paltved, Charlotte; Mors, Ole; Ringsted, Charlotte; Morcke, Anne Mette

2017-10-06

The aim of this study was to explore medical students' learning experiences from the didactic teaching formats using either text-based patient cases or video-based patient cases with similar content. The authors explored how the two different patient case formats influenced students' perceptions of psychiatric patients and students' reflections on meeting and communicating with psychiatric patients. The authors conducted group interviews with 30 medical students who volunteered to participate in interviews and applied inductive thematic content analysis to the transcribed interviews. Students taught with text-based patient cases emphasized excitement and drama towards the personal clinical narratives presented by the teachers during the course, but never referred to the patient cases. Authority and boundary setting were regarded as important in managing patients. Students taught with video-based patient cases, in contrast, often referred to the patient cases when highlighting new insights, including the importance of patient perspectives when communicating with patients. The format of patient cases included in teaching may have a substantial impact on students' patient-centeredness. Video-based patient cases are probably more effective than text-based patient cases in fostering patient-centered perspectives in medical students. Teachers sharing stories from their own clinical experiences stimulates both engagement and excitement, but may also provoke unintended stigma and influence an authoritative approach in medical students towards managing patients in clinical psychiatry.

Case-Based Learning for Orofacial Pain and Temporomandibular Disorders.

ERIC Educational Resources Information Center

Clark, Glenn T.; And Others

1993-01-01

The use of interactive computer-based simulation of cases of chronic orofacial pain and temporomandibular joint disfunction patients for clinical dental education is described. Its application as a voluntary study aid in a third-year dental course is evaluated for effectiveness and for time factors in case completion. (MSE)

Blended learning in surgery using the Inmedea Simulator.

PubMed

Funke, Katrin; Bonrath, Esther; Mardin, Wolf Arif; Becker, Jan Carl; Haier, Joerg; Senninger, Norbert; Vowinkel, Thorsten; Hoelzen, Jens Peter; Mees, Soeren Torge

2013-02-01

Recently, medical education in surgery has experienced several modifications. We have implemented a blended learning module in our teaching curriculum to evaluate its effectiveness, applicability, and acceptance in surgical education. In this prospective study, the traditional face-to-face learning of our teaching curriculum for fourth-year medical students (n = 116) was augmented by the Inmedea Simulator, a web-based E-learning system, with six virtual patient cases. Student results were documented by the system and learning success was determined by comparing patient cases with comparable diseases (second and sixth case). The acceptance among the students was evaluated with a questionnaire. After using the Inmedea Simulator, correct diagnoses were found significantly (P < 0.05) more often, while an incomplete diagnostic was seen significantly (P < 0.05) less often. Significant overall improvement (P < 0.05) was seen in sixth case (62.3 ± 5.6 %) vs. second case (53.9 ± 5.6 %). The questionnaire revealed that our students enjoyed the surgical seminar (score 2.1 ± 1.5) and preferred blended learning (score 2.5 ± 1.2) to conventional teaching. The blended learning approach using the Inmedea Simulator was highly appreciated by our medical students and resulted in a significant learning success. Blended learning appears to be a suitable tool to complement traditional teaching in surgery.

Courseware Integration into Task-Based Learning: A Case Study of Multimedia Courseware-Supported Oral Presentations for Non-English Major Students

ERIC Educational Resources Information Center

Tsai, Shu-Chiao

2011-01-01

This study reports on the integration of English for Specific Purposes (ESP) multimedia courseware for oral presentations into a self-learning and elective program for non-English major students in an English as a Foreign Language (EFL) setting. A computer-aided instruction approach, combined with a task-based learning approach, was adopted.…

Environmental Learning Using a Problem-Based Approach in the Field: A Case Study of a Hong Kong School

ERIC Educational Resources Information Center

Kwan, Tammy; So, Max

2008-01-01

This study investigated the environmental learning of a group of senior geography students through a problem-based learning (PBL) field programme to see if the goals of education "for" the environment could be accomplished. In the PBL field programme, the students were given a problem statement concerning a real-life scenario of an old…

A First Grade Chinese Student's Self-Efficacy Beliefs about Learning English in American Classrooms and a Chinese Community

ERIC Educational Resources Information Center

Wang, Chuang

2007-01-01

Through a single case study and from the interpretive paradigm, the author described a first-grade student?s self-efficacy beliefs about learning English in various English language learning tasks and across school-based and home-based contexts. The student came from China and had been living in a Chinese community in the United States for one…

Research-Based Learning for Undergraduate Students in Soil and Water Sciences: A Case Study of Hydropedology in an Arid-Zone Environment

ERIC Educational Resources Information Center

Al-Maktoumi, Ali; Al-Ismaily, Said; Kacimov, Anvar

2016-01-01

This article reports the efficacy of a research-based learning (RBL) exercise on hydropedology of arid zones, with guided and open research projects (OPR) carried out by teams of undergraduate students in Oman. A range of activities and assessments was used to support student learning during the three-month course. Assessment included monitoring…

Assessing Student Workload in Problem Based Learning: Relationships among Teaching Method, Student Workload and Achievement. A Case Study in Natural Sciences

ERIC Educational Resources Information Center

Ruiz-Gallardo, Jose-Reyes; Castano, Santiago; Gomez-Alday, Juan J.; Valdes, Arturo

2011-01-01

This study examines student workload after a change in teaching style from lecture to Problem Based Learning and Cooperative Learning, and its relationship with student outcomes. Results show that the change clearly overloads students if it is not adequately planned and monitored. Marks, drop-outs and attendance were markedly better with the new…

The Effects of Problem-Based Learning with Flipped Classroom on Elementary Students' Computing Skills: A Case Study of the Production of Ebooks

ERIC Educational Resources Information Center

Tsai, Chia-Wen; Shen, Pei-Di; Lu, Yu-Jui

2015-01-01

This study investigated, via quasi-experiments, the effects of problem-based learning with flipped classroom (FPBL) on the development of students' learning performance. In this study, 144 elementary school students were selected from sixth-grade sections taking a course titled "Production of Ebook," and were assigned into the following…

Case-Based Teaching for Interprofessional Postgraduate Trainees in Adolescent Health.

PubMed

Gooding, Holly C; Ziniel, Sonja; Touloumtzis, Currie; Pitts, Sarah; Goncalves, Adrianne; Emans, Jean; Burke, Pam

2016-05-01

Adolescent health providers increasingly work in interprofessional environments. There is a lack of evidence regarding best educational practices for preparing the adolescent health care workforce of the future. We developed, implemented, and evaluated an interprofessional longitudinal case-based curriculum for postgraduate trainees in adolescent health. Faculty in an academic adolescent medicine division worked collaboratively with recent trainees to develop six teaching cases illustrative of interprofessional care of adolescents. During the 2013-2014 academic year, seven trainees (two social workers, two physicians, one nurse practitioner, one psychologist, and one dietician) completed the six month-long case modules while simultaneously working together in an interprofessional clinic. Trainees completed four-item pre- and post-case questionnaires that assessed confidence with assessment and diagnosis, comfort with counseling skills, ability to devise a treatment plan, and understanding of their colleagues' role for each of the six cases. Participants completed the 19-item Readiness for Interprofessional Learning Scale and the 12-item Interdisciplinary Education Perception Scale at three time points during the academic year and a 15-minute interview after their final session. Confidence with assessment/diagnosis, comfort counseling adolescents, and the ability to devise treatment plans increased for most case topics, as did understanding of the role of others on the interprofessional team. Mean Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale scores were high at baseline and similar at all three time points. Interviews highlighted the value of role clarity, communication, and learning within interprofessional teams along with modeling from interprofessional faculty. Case-based learning in conjunction with collaborative practice provided a successful teaching strategy for interprofessionals in adolescent health. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

(Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible during PjBL Experiences

ERIC Educational Resources Information Center

Smith, Shaunna

2016-01-01

This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the…

The Development of a Learning Dashboard for Lecturers: A Case Study on a Student-Centered E-Learning Environment

ERIC Educational Resources Information Center

Santoso, Harry B.; Batuparan, Alivia Khaira; Isal, R. Yugo K.; Goodridge, Wade H.

2018-01-01

Student Centered e-Learning Environment (SCELE) is a Moodle-based learning management system (LMS) that has been modified to enhance learning within a computer science department curriculum offered by the Faculty of Computer Science of large public university in Indonesia. This Moodle provided a mechanism to record students' activities when…

Understanding the essential elements of work-based learning and its relevance to everyday clinical practice.

PubMed

Williams, Caroline

2010-09-01

To critically review the work-based learning literature and explore the implications of the findings for the development of work-based learning programmes. With NHS budgets under increasing pressure, and challenges to the impact of classroom-based learning on patient outcomes, work-based learning is likely to come under increased scrutiny as a potential solution. Evidence from higher education institutions suggests that work-based learning can improve practice, but in many cases it is perceived as little more than on-the-job training to perform tasks. The CINAHL database was searched using the keywords work-based learning, work-place learning and practice-based learning. Those articles that had a focus on post-registration nursing were selected and critically reviewed. Using the review of the literature, three key issues were explored. Work-based learning has the potential to change practice. Learning how to learn and critical reflection are key features. For effective work-based learning nurses need to take control of their own learning, receive support to critically reflect on their practice and be empowered to make changes to that practice. A critical review of the literature has identified essential considerations for the implementation of work-based learning. A change in culture from classroom to work-based learning requires careful planning and consideration of learning cultures. To enable effective work-based learning, nurse managers need to develop a learning culture in their workplace. They should ensure that skilled facilitation is provided to support staff with critical reflection and effecting changes in practice. CONTRIBUTION TO NEW KNOWLEDGE: This paper has identified three key issues that need to be considered in the development of work-based learning programmes. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

Assessment of a case-based training system (d3web.Train) in rheumatology.

PubMed

Reimer, Stanislaus; Hörnlein, Alexander; Tony, Hans-Peter; Kraemer, Doris; Oberück, Stephan; Betz, Christian; Puppe, Frank; Kneitz, Christian

2006-08-01

To improve the learning experiences for third year medical students, a case-based training program based on real patient records has been introduced as a supplement to lectures. It was built with the novel training environment d3web.Train. Optimization of the learning environment d3web.Train for both teachers and learners has been considered as equally important and offers several trade-offs. The training program has been evaluated during three subsequent rheumatology courses, the first one voluntary and the latter two mandatory. For each course, we tracked how often and intensive each student used the system. In addition, the students answered questionnaires about their expectations and experiences. In the first voluntary course, 39/92 students finished at least one case and solved 187 cases in total (average: 4.8 cases from 12 cases available). In the second and third mandatory courses, all students (60 resp. 56) finished at least the required 20 cases with an average usage of 22.5 resp. 29.3 out of 31 available cases. Most of the cases were processed twice by the students in preparation for the final examinations. A positive correlation between processed cases per student and the exam score could be shown (30, 73 and 95% in the first, second and third courses, respectively). The findings clearly exceeded the expectations of the students concerning its usefulness as a supplement to lectures and as good preparation for their job as physician, as well as the learning period to use the program. For working through one case, students needed about 9 min on average. The case-based training system d3web.Train offers a new tool for medical education in rheumatology. The main advantage of the system is the relatively low effort needed to create a case-based program starting from the available dismissal records.

Teaching Logistics without Formal Classes: A Case Study

ERIC Educational Resources Information Center

Carravilla, Maria Antonia; Oliveira, Jose Fernando

2004-01-01

This paper describes a case study concerning the teaching of logistics in the Computers and Electrical Engineering degree at FEUP. The logistics course is taken in the last semester of the degree and there are no lectures given by the teachers. All the learning strategy is based upon the autonomous learning capacity of the students, following the…

Student Learning through Participation in Inquiry Activities: Two Case Studies in Teacher and Computer Engineering Education

ERIC Educational Resources Information Center

Damsa, Crina I.; Nerland, Monika

2016-01-01

The two case studies reported in this article contribute to a better understanding of how inquiry tasks and activities are employed as resourceful means for learning in higher professional education. An observation-based approach was used to explore characteristics of and challenges in students' participation in collaborative inquiry activities in…

Design Principles for the Blend in Blended Learning: A Collective Case Study

ERIC Educational Resources Information Center

Lai, Ming; Lam, Kwok Man; Lim, Cher Ping

2016-01-01

This paper reports on a collective case study of three blended courses taught by different instructors in a higher education institution, with the purpose of identifying the different types of blend and how the blend supports student learning. Based on the instructors' and students' interviews, and document analysis of course outlines, two major…

Pursuing Excellence in Teacher Preparation: Evidence of Institutional Change from TNE Learning Network Universities

ERIC Educational Resources Information Center

Rogers Poliakoff, Anne; Dailey, Caitlin Rose; White, Robin

2011-01-01

The purpose of this report is to document evidence of institutional change in teacher preparation among universities participating in the Teachers for a New Era (TNE) Learning Network. The report is based upon a cross-case analysis of individual case studies of nine universities, conducted by Academy for Educational Development (AED) researchers.…

Proof of Economic Viability of Blended Learning Business Models

ERIC Educational Resources Information Center

Druhmann, Carsten; Hohenberg, Gregor

2014-01-01

The discussion on economically sustainable business models with respect to information technology is lacking in many aspects of proven approaches. In the following contribution the economic viability is valued based on a procedural model for design and evaluation of e-learning business models in the form of a case study. As a case study object a…

Universities: Can They Be Considered as Learning Organizations?: A Preliminary Micro-Level Perspective

ERIC Educational Resources Information Center

Bak, Ozlem

2012-01-01

Purpose: The purpose of this study is to explore a department in a UK higher education (HE) institute based on Senge's five characteristics of learning organizations. Design/methodology/approach: In this study, a case study method was utilized. The case study entailed two lines of enquiry: a questionnaire, which was distributed to a UK…

Innovating Professional Development for Future Health Care Practitioners.

ERIC Educational Resources Information Center

Hamilton, Charlene; Rucinski, Ann; Schakelman, Justin

2001-01-01

Describes a Web-based professional development curriculum that was designed at the University of Delaware for the internship portion of the Registered Dieticians program. Topics include distance learning; technology integration; combining in-class with online instruction; multimedia use for problem-based learning case studies; course management…

Learning curve evaluation using cumulative summation analysis-a clinical example of pediatric robot-assisted laparoscopic pyeloplasty.

PubMed

Cundy, Thomas P; Gattas, Nicholas E; White, Alan D; Najmaldin, Azad S

2015-08-01

The cumulative summation (CUSUM) method for learning curve analysis remains under-utilized in the surgical literature in general, and is described in only a small number of publications within the field of pediatric surgery. This study introduces the CUSUM analysis technique and applies it to evaluate the learning curve for pediatric robot-assisted laparoscopic pyeloplasty (RP). Clinical data were prospectively recorded for consecutive pediatric RP cases performed by a single-surgeon. CUSUM charts and tests were generated for set-up time, docking time, console time, operating time, total operating room time, and postoperative complications. Conversions and avoidable operating room delay were separately evaluated with respect to case experience. Comparisons between case experience and time-based outcomes were assessed using the Student's t-test and ANOVA for bi-phasic and multi-phasic learning curves respectively. Comparison between case experience and complication frequency was assessed using the Kruskal-Wallis test. A total of 90 RP cases were evaluated. The learning curve transitioned beyond the learning phase at cases 10, 15, 42, 57, and 58 for set-up time, docking time, console time, operating time, and total operating room time respectively. All comparisons of mean operating times between the learning phase and subsequent phases were statistically significant (P=<0.001-0.01). No significant difference was observed between case experience and frequency of post-operative complications (P=0.125), although the CUSUM chart demonstrated a directional change in slope for the last 12 cases in which there were high proportions of re-do cases and patients <6 months of age. The CUSUM method has a valuable role for learning curve evaluation and outcome quality monitoring. In applying this statistical technique to the largest reported single surgeon series of pediatric RP, we demonstrate numerous distinctly shaped learning curves and well-defined learning phase transition points. Copyright © 2015 Elsevier Inc. All rights reserved.

Innovative eLearning: Technology Shaping Contemporary Problem Based Learning: A Cross-Case Analysis

ERIC Educational Resources Information Center

Blackburn, Greg

2015-01-01

Preparing students to be critical thinkers and effective communicators is essential in today's multinational and technologically sophisticated environment. New electronic technologies provide opportunities for creating learning environments that extend the possibilities of "old" but still essential technologies: books, blackboards, and…

Online Learning: Is It Meant for Science Courses?

ERIC Educational Resources Information Center

Seng, Lau; Mohamad, Fitri Suraya

2002-01-01

Discusses a case study experience in conducting scientific courses with undergraduates at the Universiti Malaysia Sarawak (UNIMAS) using Web-based learning environments to support conventional teaching sessions. Results showed online learning helped students become more interested, encouraged participation in class discussions, and provided more…

Gender-related model for mobile-based learning

NASA Astrophysics Data System (ADS)

Simanjuntak, R. R.; Dewi, U. P.; Rifai, I.

2018-03-01

The study investigates gender influence on mobile-based learning. This case study of university students in Jakarta involved 235 students (128 male, 97 female). Results of this qualitative study showed 96% preference for mobile-based learning. A further 94% showed the needs for collaboration and authenticity for 92%. Hofstede’s cultural dimensions were used to identify the gender aspects of MALL. Preference for Masculinity (65%) was showed rather than Femininity (35%), even among the female respondents (70% of the population). Professions and professionalism received strongest preference (70%) while Individuality and Collectivism had equal preferences among students. Both female and male respondents requested Indulgence (84%) for mobile-based learning with more male respondents opted for Indulgence. The study provided a model for this gender sensitive mobile-based learning. Implications of implementing mobile-based learning as an ideal alternative for well-accommodated education are is also discussed.

Knowledge discovery based on experiential learning corporate culture management

NASA Astrophysics Data System (ADS)

Tu, Kai-Jan

2014-10-01

A good corporate culture based on humanistic theory can make the enterprise's management very effective, all enterprise's members have strong cohesion and centripetal force. With experiential learning model, the enterprise can establish an enthusiastic learning spirit corporate culture, have innovation ability to gain the positive knowledge growth effect, and to meet the fierce global marketing competition. A case study on Trend's corporate culture can offer the proof of industry knowledge growth rate equation as the contribution to experiential learning corporate culture management.

Using Knowledge-Based Systems to Support Learning of Organizational Knowledge: A Case Study

NASA Technical Reports Server (NTRS)

Cooper, Lynne P.; Nash, Rebecca L.; Phan, Tu-Anh T.; Bailey, Teresa R.

2003-01-01

This paper describes the deployment of a knowledge system to support learning of organizational knowledge at the Jet Propulsion Laboratory (JPL), a US national research laboratory whose mission is planetary exploration and to 'do what no one has done before.' Data collected over 19 weeks of operation were used to assess system performance with respect to design considerations, participation, effectiveness of communication mechanisms, and individual-based learning. These results are discussed in the context of organizational learning research and implications for practice.

Web-based Cases in Teaching and Learning - the Quality of Discussions and a Stage of Perspective Taking in Asynchronous Communication.

ERIC Educational Resources Information Center

Jarvela, Sanna; Hakkinen, Paivi

2002-01-01

Examines the quality of asynchronous interaction in Web-based conferencing among preservice teachers. The study combines asynchronous conferencing with peer and mentor collaboration to electronically apprentice student learning. Results point out different levels of Web-based discussion: higher-level, progressive, and lower-level discussion. A…

A Multiple-Sessions Interactive Computer-Based Learning Tool for Ability Cultivation in Circuit Simulation

ERIC Educational Resources Information Center

Xu, Q.; Lai, L. L.; Tse, N. C. F.; Ichiyanagi, K.

2011-01-01

An interactive computer-based learning tool with multiple sessions is proposed in this paper, which teaches students to think and helps them recognize the merits and limitations of simulation tools so as to improve their practical abilities in electrical circuit simulation based on the case of a power converter with progressive problems. The…

Case-Based Teaching in a Bilingual Context: Perceptions of Business Faculty in Hong Kong

ERIC Educational Resources Information Center

Jackson, Jane

2004-01-01

Case methods of teaching are now common in business education programs worldwide. This problem-based approach, however, can pose unique challenges in bilingual contexts, especially if the students are more familiar with transmission modes of learning. This paper focuses on an investigation of case-based teaching in Hong Kong. By way of surveys and…

Teaching for Engagement: Part 1--Constructivist Principles, Case-Based Teaching, and Active Learning

ERIC Educational Resources Information Center

Hunter, Bill

2015-01-01

In the Winter, 2015, issue of the "College Quarterly," Donovan McFarlane provided some guidelines for the use of case studies in college teaching based in part on his own experience and in part on the published literature. This was not the first time that case-based teaching was the focus of work in the "College Quarterly."…

Use of Video-Based Cases as a Medium to Develop Critical Thinking Skills in Health Science Students

ERIC Educational Resources Information Center

Zipp, Genevieve Pinto; Maher, Cathy

2010-01-01

One learning strategy that, at present, has not been widely used in graduate Physical Therapy education is "video based cases". The use of visually unfolding case-base experience provides students a unique opportunity to experience real patient scenarios in their classroom environment. The purpose of this paper is to provide data on student…

Case Study: The Role of eLearning in Midwifery Pre-Service Education in Ghana.

PubMed

Appiagyei, Martha; Trump, Alison; Danso, Evans; Yeboah, Alex; Searle, Sarah; Carr, Catherine

The issues and challenges of implementing eLearning in pre-service health education were explored through a pilot study conducted in six nurse-midwifery education programs in Ghana. Case-based, interactive computer mediated eLearning modules, targeted to basic emergency and obstetrical signal functions, were delivered both online and offline using a free-for-use eLearning platform, skoool HE(®). Key success factors included broad stakeholder support, an established curriculum and student and tutor interest. Challenges included infrastructure limitations, large class sizes and added workloads for tutors and information technology staff. National scale up is planned.

Applying active learning to supervised word sense disambiguation in MEDLINE.

PubMed

Chen, Yukun; Cao, Hongxin; Mei, Qiaozhu; Zheng, Kai; Xu, Hua

2013-01-01

This study was to assess whether active learning strategies can be integrated with supervised word sense disambiguation (WSD) methods, thus reducing the number of annotated samples, while keeping or improving the quality of disambiguation models. We developed support vector machine (SVM) classifiers to disambiguate 197 ambiguous terms and abbreviations in the MSH WSD collection. Three different uncertainty sampling-based active learning algorithms were implemented with the SVM classifiers and were compared with a passive learner (PL) based on random sampling. For each ambiguous term and each learning algorithm, a learning curve that plots the accuracy computed from the test set as a function of the number of annotated samples used in the model was generated. The area under the learning curve (ALC) was used as the primary metric for evaluation. Our experiments demonstrated that active learners (ALs) significantly outperformed the PL, showing better performance for 177 out of 197 (89.8%) WSD tasks. Further analysis showed that to achieve an average accuracy of 90%, the PL needed 38 annotated samples, while the ALs needed only 24, a 37% reduction in annotation effort. Moreover, we analyzed cases where active learning algorithms did not achieve superior performance and identified three causes: (1) poor models in the early learning stage; (2) easy WSD cases; and (3) difficult WSD cases, which provide useful insight for future improvements. This study demonstrated that integrating active learning strategies with supervised WSD methods could effectively reduce annotation cost and improve the disambiguation models.

Applying active learning to supervised word sense disambiguation in MEDLINE

PubMed Central

Chen, Yukun; Cao, Hongxin; Mei, Qiaozhu; Zheng, Kai; Xu, Hua

2013-01-01

Objectives This study was to assess whether active learning strategies can be integrated with supervised word sense disambiguation (WSD) methods, thus reducing the number of annotated samples, while keeping or improving the quality of disambiguation models. Methods We developed support vector machine (SVM) classifiers to disambiguate 197 ambiguous terms and abbreviations in the MSH WSD collection. Three different uncertainty sampling-based active learning algorithms were implemented with the SVM classifiers and were compared with a passive learner (PL) based on random sampling. For each ambiguous term and each learning algorithm, a learning curve that plots the accuracy computed from the test set as a function of the number of annotated samples used in the model was generated. The area under the learning curve (ALC) was used as the primary metric for evaluation. Results Our experiments demonstrated that active learners (ALs) significantly outperformed the PL, showing better performance for 177 out of 197 (89.8%) WSD tasks. Further analysis showed that to achieve an average accuracy of 90%, the PL needed 38 annotated samples, while the ALs needed only 24, a 37% reduction in annotation effort. Moreover, we analyzed cases where active learning algorithms did not achieve superior performance and identified three causes: (1) poor models in the early learning stage; (2) easy WSD cases; and (3) difficult WSD cases, which provide useful insight for future improvements. Conclusions This study demonstrated that integrating active learning strategies with supervised WSD methods could effectively reduce annotation cost and improve the disambiguation models. PMID:23364851

Developing and pretesting case studies in dental and dental hygiene education: using the diffusion of innovations model.

PubMed

Cragun, Deborah L; DeBate, Rita DiGioacchino; Severson, Herbert H; Shaw, Tracy; Christiansen, Steve; Koerber, Anne; Tomar, Scott L; Brown, Kelli McCormack; Tedesco, Lisa A; Hendricson, William D

2012-05-01

Case-based learning offers exposure to clinical situations that health professions students may not encounter in their training. The purposes of this study were to apply the Diffusion of Innovations conceptual framework to 1) identify characteristics of case studies that would increase their adoption among dental and dental hygiene faculty members and 2) develop and pretest interactive web-based case studies on sensitive oral-systemic health issues. The formative study spanned two phases using mixed methods (Phase 1: eight focus groups and four interviews; Phase 2: ten interviews and satisfaction surveys). Triangulation of quantitative and qualitative data revealed the following positive attributes of the developed case studies: relative advantage of active learning and modeling; compatibility with a variety of courses; observability of case-related knowledge and skills; independent learning; and modifiability for use with other oral-systemic health issues. These positive attributes are expected to increase the likelihood that dental and dental hygiene faculty members will adopt the developed case study once it is available for use. The themes identified in this study could be applied to the development of future case studies and may provide broader insight that might prove useful for exploring differences in case study use across dental and dental hygiene curricula.

The effects of different learning environments on students' motivation for learning and their achievement.

PubMed

Baeten, Marlies; Dochy, Filip; Struyven, Katrien

2013-09-01

Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. The purpose of the study is to investigate the effects of different learning environments on students' motivation for learning and achievement, while taking into account the perceived need support. First-year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered. A quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students' motivation. © 2012 The British Psychological Society.

Using reusable learning objects (RLOs) in wound care education: Undergraduate student nurse's evaluation of their learning gain.

PubMed

Redmond, Catherine; Davies, Carmel; Cornally, Deirdre; Adam, Ewa; Daly, Orla; Fegan, Marianne; O'Toole, Margaret

2018-01-01

Both nationally and internationally concerns have been expressed over the adequacy of preparation of undergraduate nurses for the clinical skill of wound care. This project describes the educational evaluation of a series of Reusable Learning Objects (RLOs) as a blended learning approach to facilitate undergraduate nursing students learning of wound care for competence development. Constructivism Learning Theory and Cognitive Theory of Multimedia Learning informed the design of the RLOs, promoting active learner approaches. Clinically based case studies and visual data from two large university teaching hospitals provided the authentic learning materials required. Interactive exercises and formative feedback were incorporated into the educational resource. Evaluation of student perceived learning gains in terms of knowledge, ability and attitudes were measured using a quantitative pre and posttest Wound Care Competency Outcomes Questionnaire. The RLO CETL Questionnaire was used to identify perceived learning enablers. Statistical and deductive thematic analyses inform the findings. Students (n=192) reported that their ability to meet the competency outcomes for wound care had increased significantly after engaging with the RLOs. Students rated the RLOs highly across all categories of perceived usefulness, impact, access and integration. These findings provide evidence that the use of RLOs for both knowledge-based and performance-based learning is effective. RLOs when designed using clinically real case scenarios reflect the true complexities of wound care and offer innovative interventions in nursing curricula. Copyright © 2017 Elsevier Ltd. All rights reserved.

A case-based toxicology elective course to enhance student learning in pharmacotherapy.

PubMed

Brown, Stacy D; Pond, Brooks B; Creekmore, Kathryn A

2011-08-10

To assess the impact of a case-based toxicology elective course on student learning in related required courses and student performance on the Pharmacy Curriculum Outcomes Assessment (PCOA) examination. A case-based clinical toxicology elective course that contained topics from 2 required courses, Pharmacology III and Pharmacotherapy II, was offered in the spring 2009 to second- and third-year pharmacy students. Scores on the Toxicology subsection of the PCOA of students enrolled in the elective were higher than those of students not enrolled (91.3% ± 4.1 vs. 67.2% ± 5.7). Enrollment in the elective was related to increased examination scores among Pharmacotherapy II students (89.5% ± 2.0 vs. 83.9% ± 1.8). Students indicated on course survey instruments that they were satisfied with the new elective offering. A toxicology elective provided a clinically relevant, active-learning experience for pharmacy students that addressed a curricular need within the college and increased examination scores.

The Implementation of Research-based Learning on Biology Seminar Course in Biology Education Study Program of FKIP UMRAH

NASA Astrophysics Data System (ADS)

Amelia, T.

2018-04-01

Biology Seminar is a course in Biology Education Study Program of Faculty of Teacher Training and Education University of Maritim Raja Ali Haji (FKIP UMRAH) that requires students to have the ability to apply scientific attitudes, perform scientific writing and undertake scientific publications on a small scale. One of the learning strategies that can drive the achievement of learning outcomes in this course is Research-Based Learning. Research-Based Learning principles are considered in accordance with learning outcomes in Biology Seminar courses and generally in accordance with the purpose of higher education. On this basis, this article which is derived from a qualitative research aims at describing Research-based Learning on Biology Seminar course. Based on a case study research, it was known that Research-Based Learning on Biology Seminar courses is applied through: designing learning activities around contemporary research issues; teaching research methods, techniques and skills explicitly within program; drawing on personal research in designing and teaching courses; building small-scale research activities into undergraduate assignment; and infusing teaching with the values of researchers.

Allocating Resources for Learning Support: A Case Study.

ERIC Educational Resources Information Center

Sharp, Stephen

2000-01-01

Examines how learning-support resources are allocated to Scottish secondary schools, drawing on data from an Edinburgh education authority. Although a rationale for allocating resources based on socioeconomic indices can be constructed, basing decisions on a combination of standardized attainment tests and special-needs audits is preferable.…

English Literature and Work-Based Learning: A Pedagogical Case Study

ERIC Educational Resources Information Center

Eastman, Christine Angela

2014-01-01

This paper discusses a pilot project held at Middlesex University to enhance students' writing skills through literature teaching. It argues that literature teaching can offer a profound contribution to work-based learning and lifelong education: first, by showing students how effective arguments are constructed; second, by inspiring students to…

'Not Hard to Sway': A Case Study of Student Engagement in Two Large Engineering Classes

ERIC Educational Resources Information Center

Shekhar, Prateek; Borrego, Maura

2018-01-01

Although engineering education research has empirically validated the effectiveness of active learning in improving student learning over traditional lecture-based methods, the adoption of active learning in classrooms has been slow. One of the greatest reported barriers is student resistance towards engagement in active learning exercises. This…

Understanding Work-Related Learning: The Case of ICT Workers

ERIC Educational Resources Information Center

Gijbels, David; Raemdonck, Isabel; Vervecken, Dries; Van Herck, Jonas

2012-01-01

Purpose: A central issue in the field of workplace learning is how work-related learning can be stimulated so that a powerful learning work environment is created. This paper seeks to further enlarge understanding on this issue. Based on the demand-control-support the aim is to investigate the influence of job-characteristics on the work-related…

Reflections on Assessment in Open Distance Learning (ODL): The Case of the University of South Africa (UNISA)

ERIC Educational Resources Information Center

Letseka, Moeketsi; Pitsoe, Victor

2013-01-01

The article explores the challenges of assessment in open distance learning (ODL). The authors argue that ultimately assessment should be about improving the quality of teaching and effective learning. It should be based on making expectations explicit and public, setting appropriate criteria and high standards for learning quality, systematically…

Adult Learners' Learning Environment Perceptions and Satisfaction in Formal Education--Case Study of Four East-European Countries

ERIC Educational Resources Information Center

Radovan, Marko; Makovec, Danijela

2015-01-01

The purpose of this paper is to explore attitudes towards learning and perceptions of the learning environment. Our theoretical examination is based on the social-cognitive theory of motivation and research that emphasizes the connections between an individual's perceptions of the learning environment and his/her motivation, interest, attitudes…

A Case Study for Comparing the Effectiveness of a Computer Simulation and a Hands-on Activity on Learning Electric Circuits

ERIC Educational Resources Information Center

Ekmekci, Adem; Gulacar, Ozcan

2015-01-01

Science education reform emphasizes innovative and constructivist views of science teaching and learning that promotes active learning environments, dynamic instructions, and authentic science experiments. Technology-based and hands-on instructional designs are among innovative science teaching and learning methods. Research shows that these two…

Using Learning Study to Understand Preschoolers' Learning: Challenges and Possibilities

ERIC Educational Resources Information Center

Ljung-Djarf, Agneta; Olander, Mona Holmqvist

2013-01-01

This article reports a meta-analysis based on a multiple case study of the use of learning study (LS) to understand children's learning in Swedish preschool. The aim is to investigate whether and how the LS model can be developed, adjusted and used to meet contemporary demands placed upon preschool teachers for increased content focus and improved…

Students' Learning Style: A Case Study of Senior High Schools in Bengkulu

ERIC Educational Resources Information Center

Arsyad, Safnil

2018-01-01

It is widely accepted that the use of learning materials which accommodates students' schemata is much more effective than the ones outside student's present knowledge background. The objectives of this study are to describe the students' learning style distribution and their perception on local oriented and learning style-based English learning…

The Effectiveness of Web-Based Learning Environment: A Case Study of Public Universities in Kenya

ERIC Educational Resources Information Center

Kirui, Paul A.; Mutai, Sheila J.

2010-01-01

Web mining is emerging in many aspects of e-learning, aiming at improving online learning and teaching processes and making them more transparent and effective. Researchers using Web mining tools and techniques are challenged to learn more about the online students' reshaping online courses and educational websites, and create tools for…

An Analysis of Learning Rate and Curricular Scope: Caution When Choosing Academic Interventions Based on Aggregated Outcomes

ERIC Educational Resources Information Center

Poncy, Brian C.; Solomon, Benjamin; Duhon, Gary; Skinner, Christopher; Moore, Kathryn; Simons, Sean

2015-01-01

We aggregated and analyzed single-case research targeting math-fact fluency to investigate whether learning (behavior change) data were sufficient to summarize and compare intervention outcomes or if learning rate (learning/cumulative instructional time) data would provide divergent effect size (ES) results. We also extracted the curricular scope…

The Effect of Classroom Web Applications on Teaching, Learning and Academic Performance among College of Education Female Students

ERIC Educational Resources Information Center

Aljraiwi, Seham Salman

2017-01-01

The current study proposes web applications-based learning environment to promote teaching and learning activities in the classrooms. It also helps teachers facilitate learners' contributions in the process of learning and improving their motivation and performance. The case study illustrated that female students were more interested in learning…

A Case Study on Learning Difficulties and Corresponding Supports for Learning in cMOOCs

ERIC Educational Resources Information Center

Li, Shuang; Tang, Qi; Zhang, Yanxia

2016-01-01

cMOOCs, which are based on connectivist learning theory, bring challenges for learners as well as opportunities for self-inquiry. Previous studies have shown that learners in cMOOCs may have difficulties learning, but these studies do not provide any in-depth, empirical explorations of student difficulties or support strategies. This paper…

Online Learning Behaviors for Radiology Interns Based on Association Rules and Clustering Technique

ERIC Educational Resources Information Center

Chen, Hsing-Shun; Liou, Chuen-He

2014-01-01

In a hospital, clinical teachers must also care for patients, so there is less time for the teaching of clinical courses, or for discussing clinical cases with interns. However, electronic learning (e-learning) can complement clinical skills education for interns in a blended-learning process. Students discuss and interact with classmates in an…

Is lecture dead? A preliminary study of medical students' evaluation of teaching methods in the preclinical curriculum.

PubMed

Zinski, Anne; Blackwell, Kristina T C Panizzi Woodley; Belue, F Mike; Brooks, William S

2017-09-22

To investigate medical students' perceptions of lecture and non-lecture-based instructional methods and compare preferences for use and quantity of each during preclinical training. We administered a survey to first- and second-year undergraduate medical students at the University of Alabama School of Medicine in Birmingham, Alabama, USA aimed to evaluate preferred instructional methods.  Using a cross-sectional study design, Likert scale ratings and student rankings were used to determine preferences among lecture, laboratory, team-based learning, simulation, small group case-based learning, large group case-based learning, patient presentation, and peer teaching. We calculated mean ratings for each instructional method and used chi-square tests to compare proportions of first- and second-year cohorts who ranked each in their top 5 preferred methods. Among participating students, lecture (M=3.6, SD=1.0), team based learning (M=4.2, SD=1.0), simulation (M=4.0, SD=1.0), small group case-based learning (M=3.8, SD=1.0), laboratory (M=3.6, SD=1.0), and patient presentation (M=3.8, SD=0.9) received higher scores than other instructional methods. Overall, second-year students ranked lecture lower (χ 2 (1, N=120) =16.33, p<0.0001) and patient presentation higher (χ 2 (1, N=120) =3.75, p=0.05) than first-year students. While clinically-oriented teaching methods were preferred by second-year medical students, lecture-based instruction was popular among first-year students. Results warrant further investigation to determine the ideal balance of didactic methods in undergraduate medical education, specifically curricula that employ patient-oriented instruction during the second preclinical year.

Becoming a Narrator: A Case Study in the Dynamics of Learning Based on the Theories/Methods of Vygotsky

ERIC Educational Resources Information Center

Jansson, Anders B.

2011-01-01

This article focuses on the learning that is enabled while a primary school child makes a story using multimodal software. This child is diagnosed with autism. The aim is to use a cultural-historical framework to carry out an in-depth analysis of a process of learning with action as a unit of analysis. The article is based on a collaborative…

Integrating Various Apps on BYOD (Bring Your Own Device) into Seamless Inquiry-Based Learning to Enhance Primary Students' Science Learning

ERIC Educational Resources Information Center

Song, Yanjie; Wen, Yun

2018-01-01

Despite that BYOD (Bring Your Own Device) technology model has been increasingly adopted in education, few studies have been reported on how to integrate various apps on BYOD into inquiry-based pedagogical practices in primary schools. This article reports a case study, examining what apps on BYOD can help students enhance their science learning,…

Addressing Information Literacy through Student-Centered Learning

ERIC Educational Resources Information Center

Bond, Paul

2016-01-01

This case study describes several courses that resulted from a teaching partnership between an instructional technologist/professor and a librarian that evolved over several semesters, and the information literacy implications of the course formats. In order to increase student engagement, active learning and inquiry-based learning techniques were…

Using Web 2.0 Tools to Facilitate Case-Based Instruction: Considering the Possibilities

ERIC Educational Resources Information Center

Koehler, Adrie A.; Ertmer, Peggy A.

2016-01-01

Case-based instruction (CBI) offers a promising method for promoting problem-solving skills in learners. However, during CBI, the instructor shoulders major responsibility for shaping the learning that takes place. Research indicates that the facilitation techniques used during case discussions influence what gets covered, and to what extent,…

Effects of the Case-Based Instruction Method on the Experience of Learning

ERIC Educational Resources Information Center

Amiri Farahani, Leila; Heidari, Tooba

2014-01-01

This semi-experimental study was conducted with twenty-seven midwifery students who were randomly allocated to either case-based instruction or lecture-based instruction groups. The selected subjects -- foetal intrapartum assessment, foetal antepartum assessment, ABO and Rh blood group system mismatch -- were presented in four ninety-minute…

Bridging the gap between self-directed learning of nurse educators and effective student support.

PubMed

Van Rensburg, Gisela H; Botma, Yvonne

2015-11-26

Self-directed learning requires the ability to identify one's own learning needs, develop and implement a plan to gain knowledge and to monitor one's own progress. A lifelong learning approach cannot be forced, since it is in essence an internally driven process. Nurse educators can, however, act as role models to empower their students to become independent learners by modelling their own self-directed learning and applying a number of techniques in supporting their students in becoming ready for self-directed learning.  The aim of the article is to describe the manifestations and implications of the gap between self-directed learning readiness of nurse educators and educational trends in supporting students.  An instrumental case study design was used to gain insight into the manifestations and implications of self-directed learning of nurse educators. Based on the authentic foci of various critical incidents and literature, data were collected and constructed into a fictitious case. The authors then deductively analysed the case by using the literature on self-directed learning readiness as departure point. Four constructs of self-directed learning were identified, namely internal motivation, planning and implementation, self-monitoring and interpersonal communication. Supportive strategies were identified from the available literature.  Nine responses by nurse educators based on the fictitious case were analysed.Analysis showed that readiness for self-directed learning in terms of the identified constructswas interrelated and not mutually exclusive of one other.  The success of lifelong learning is the ability to engage in self-directed learning which requires openness to learning opportunities, good self-concept, taking initiative and illustrating independence in learning. Conscientiousness, an informed acceptance of a responsibility for one's own learning and creativity, is vital to one's future orientation towards goal-directed learning. Knowledge and understanding of one's own and students' selfdirected learning abilities are critical for nurse educators. In the nursing profession, it has been shown that self-directed learning by the nurse educators has a direct relationship towards the development of a lifelong learning approach by their students. Supporting students towards becoming self-directed learners throughout their professional life, in turn, will impact directly on the quality of nursing and midwifery practice. (Article to follow).

Job requirements compared to dental school education: impact of a case-based learning curriculum.

PubMed

Keeve, Philip L; Gerhards, Ute; Arnold, Wolfgang A; Zimmer, Stefan; Zöllner, Axel

2012-01-01

Case-based learning (CBL) is suggested as a key educational method of knowledge acquisition to improve dental education. The purpose of this study was to assess graduates from a patient-oriented, case-based learning (CBL)-based curriculum as regards to key competencies required at their professional activity. 407 graduates from a patient-oriented, case-based learning (CBL) dental curriculum who graduated between 1990 and 2006 were eligible for this study. 404 graduates were contacted between 2007 and 2008 to self-assess nine competencies as required at their day-to-day work and as taught in dental school on a 6-point Likert scale. Baseline demographics and clinical characteristics were presented as mean ± standard deviation (SD) for continuous variables. To determine whether dental education sufficiently covers the job requirements of physicians, we calculated the mean difference ∆ between the ratings of competencies as required in day-to-day work and as taught in medical school by subtracting those from each other (negative mean difference ∆ indicates deficit; positive mean difference ∆ indicates surplus). Spearman's rank correlation coefficient was calculated to reveal statistical significance (statistical significance p<0.05). 41.6% recipients of the questionnaire responded (n=168 graduates). A homogeneous distribution quantity of the graduate groups concerning gender, graduation date, professional experience and average examination grade was achieved.Comparing competencies required at work and taught in medical school, CBL was associated with benefits in "Research competence" (∆+0.6) "Interdisciplinary thinking" (∆+0.47), "Dental medical knowledge" (∆+0.43), "Practical dental skills" (∆+0.21), "Team work" (∆+0.16) and "Independent learning/working" (∆+0.08), whereas "Problem-solving skills" (∆-0.07), "Psycho-social competence" (∆-0.66) and "Business competence" (∆-2.86) needed improvement in the CBL-based curriculum. CBL demonstrated benefits with regard to competencies which were highly required in the job of dentists. Psycho-social and business competence deserve closer attention in future curricular development.

Defining the learning curve in laparoscopic paraesophageal hernia repair: a CUSUM analysis.

PubMed

Okrainec, Allan; Ferri, Lorenzo E; Feldman, Liane S; Fried, Gerald M

2011-04-01

There are numerous reports in the literature documenting high recurrence rates after laparoscopic paraesophageal hernia repair. The purpose of this study was to determine the learning curve for this procedure using the Cumulative Summation (CUSUM) technique. Forty-six consecutive patients with paraesophageal hernia were evaluated prospectively after laparoscopic paraesophageal hernia repair. Upper GI series was performed 3 months postoperatively to look for recurrence. Patients were stratified based on the surgeon's early (first 20 cases) and late experience (>20 cases). The CUSUM method was then used to further analyze the learning curve. Nine patients (21%) had anatomic recurrence. There was a trend toward a higher recurrence rate during the first 20 cases, although this did not achieve statistical significance (33% vs. 13%, p = 0.10). However, using a CUSUM analysis to plot the learning curve, we found that the recurrence rate diminishes after 18 cases and reaches an acceptable rate after 26 cases. Surgeon experience is an important predictor of recurrence after laparoscopic paraesophageal hernia repair. CUSUM analysis revealed there is a significant learning curve to become proficient at this procedure, with approximately 20 cases required before a consistent decrease in hernia recurrence rate is observed.

Twelve tips for delivering successful interprofessional case conferences.

PubMed

O'Brien, Bridget C; Patel, Shalini R; Pearson, Meg; Eastburn, Abigail P; Earnest, Gillian E; Strewler, Anna; Gager, Krista; Manuel, Jennifer K; Dulay, Maya; Bachhuber, Melissa R; Shunk, Rebecca

2017-12-01

Interprofessional case conferences (ICCs) offer an interactive, practical way to engage members of two or more health professions in discussions that involve learning and working together to improve patient care. Well-orchestrated ICCs provide opportunities to integrate interprofessional (IP) education into routine clinical practice. The authors provide 12 tips to support the conceptualization, planning, implementation, facilitation, evaluation, and sustainability of ICCs. They draw from extensive experience as IP educators and facilitators of ICCs and from literature on IP education, case-based learning, small-group facilitation, peer-assisted learning, and learner engagement - all of which offer insights into ICCs but have not been integrated and applied to this context.

Learning the Lessons of Leadership: Case Method Teaching with Interactive Computer-Based Tools and Film-Based Cases

DTIC Science & Technology

2008-03-01

report describes how the AXL system capitalizes on the best practices of traditional case method instruction and addresses some of the limitations of...system were addressed in the AXL system, producing an innovative technology solution for delivering case method instruction. Several case method best ...approaches for addressing such problems. The report also documents how case method best practices in traditional classroom environments can be translated into

Investigative cases and student outcomes in an upper-division cell and molecular biology laboratory course at a minority-serving institution.

PubMed

Knight, Jonathan D; Fulop, Rebecca M; Márquez-Magaña, Leticia; Tanner, Kimberly D

2008-01-01

Active-learning strategies are increasingly being integrated into college-level science courses to make material more accessible to all students and to improve learning outcomes. One active-learning pedagogy, case-based learning (CBL), was developed as a way to both enhance engagement in the material and to accommodate diverse learning styles. Yet, adoption of CBL approaches in undergraduate biology courses has been piecemeal, in part because of the perceived investment of time required. Furthermore, few CBL lesson plans have been developed specifically for upper-division laboratory courses. Here, we describe four cases that we developed and implemented for a senior cell and molecular biology laboratory course at San Francisco State University, a minority-serving institution. To evaluate the effectiveness of these modules, we used both written and verbal assessments to gauge learning outcomes and attitudinal responses of students over two semesters. Students responded positively to the new approach and seemed to meet the learning goals for the course. Most said they would take a course using CBL again. These case modules are readily adaptable to a variety of classroom settings.

Investigative Cases and Student Outcomes in an Upper-Division Cell and Molecular Biology Laboratory Course at a Minority-serving Institution

PubMed Central

Fulop, Rebecca M.; Márquez-Magaña, Leticia; Tanner, Kimberly D.

2008-01-01

Active-learning strategies are increasingly being integrated into college-level science courses to make material more accessible to all students and to improve learning outcomes. One active-learning pedagogy, case-based learning (CBL), was developed as a way to both enhance engagement in the material and to accommodate diverse learning styles. Yet, adoption of CBL approaches in undergraduate biology courses has been piecemeal, in part because of the perceived investment of time required. Furthermore, few CBL lesson plans have been developed specifically for upper-division laboratory courses. Here, we describe four cases that we developed and implemented for a senior cell and molecular biology laboratory course at San Francisco State University, a minority-serving institution. To evaluate the effectiveness of these modules, we used both written and verbal assessments to gauge learning outcomes and attitudinal responses of students over two semesters. Students responded positively to the new approach and seemed to meet the learning goals for the course. Most said they would take a course using CBL again. These case modules are readily adaptable to a variety of classroom settings. PMID:19047425

A Case Study of Teacher Reflection: Examining Teacher Participation in a Video-Based Professional Learning Community

ERIC Educational Resources Information Center

Steeg, Susanna M.

2016-01-01

Professional learning communities (PLCs) constitute worthwhile spaces in which to study teacher participation in the reflective practices that have potential to shift their teaching. This qualitative case study details the interactions between dual-language and ELL teachers in a grade-level PLC as they met together to confer over video-clips of…

Problem-Based Learning Spanning Real and Virtual Words: A Case Study in Second Life

ERIC Educational Resources Information Center

Good, Judith; Howland, Katherine; Thackray, Liz

2008-01-01

There is a growing use of immersive virtual environments for educational purposes. However, much of this activity is not yet documented in the public domain, or is descriptive rather than analytical. This paper presents a case study in which university students were tasked with building an interactive learning experience using Second Life as a…

Transferring a Teaching Learning Sequence between Two Different Educational Contexts: The Case of Greece and Finland

ERIC Educational Resources Information Center

Spyrtou, Anna; Lavonen, Jari; Zoupidis, Anastasios; Loukomies, Anni; Pnevmatikos, Dimitris; Juuti, Kalle; Kariotoglou, Petros

2018-01-01

In the present paper, we report on the idea of exchanging educational innovations across European countries aiming to shed light on the following question: how feasible and useful is it to transfer an innovation across different national educational settings? The innovation, in this case, Inquiry-Based Teaching Learning Sequences, is recognized as…