Introducing Teaching Cases with Face-to-Face and Computer-Mediated Discussion: Two Multi-Classroom Quasi-Experiments
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| Title: | Introducing Teaching Cases with Face-to-Face and Computer-Mediated Discussion: Two Multi-Classroom Quasi-Experiments |
|---|---|
| Language: | English |
| Authors: | Bruning, Roger, Siwatu, Kamau O., Liu, Xiongyi |
| Source: | Contemporary Educational Psychology. Apr 2008 33(2):299-326. |
| Availability: | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 28 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Educational Psychology, Case Studies, Case Method (Teaching Technique), Child Development, Computer Mediated Communication, Discussion (Teaching Technique), Conventional Instruction, Adolescent Development, Psychological Patterns, Teaching Methods, Computer Uses in Education |
| DOI: | 10.1016/j.cedpsych.2006.11.002 |
| ISSN: | 0361-476X |
| Abstract: | Two studies were conducted in multisection introductory child and adolescent development classes to determine effects of introducing abbreviated teaching case studies that were then discussed either in face-to-face or online formats. Students receiving teaching case studies in either format in both classes showed improved ability to critically analyze probe and final cases compared to control participants. Both case study groups in the child development class also showed increased application of psychological concepts in analyzing new cases. No differences in course knowledge were expected as a function of condition and none were found. Hypothesized case-related increases in efficacy for teaching also were not observed. Results were interpreted as supporting a case analysis approach in educational psychology classes and use of online methods for presentation and discussion of abbreviated cases. |
| Abstractor: | Author |
| Entry Date: | 2008 |
| Accession Number: | EJ789323 |
| Database: | ERIC |
| Abstract: | Two studies were conducted in multisection introductory child and adolescent development classes to determine effects of introducing abbreviated teaching case studies that were then discussed either in face-to-face or online formats. Students receiving teaching case studies in either format in both classes showed improved ability to critically analyze probe and final cases compared to control participants. Both case study groups in the child development class also showed increased application of psychological concepts in analyzing new cases. No differences in course knowledge were expected as a function of condition and none were found. Hypothesized case-related increases in efficacy for teaching also were not observed. Results were interpreted as supporting a case analysis approach in educational psychology classes and use of online methods for presentation and discussion of abbreviated cases. |
|---|---|
| ISSN: | 0361-476X |
| DOI: | 10.1016/j.cedpsych.2006.11.002 |
