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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: PDF
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
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  Data: Introducing Teaching Cases with Face-to-Face and Computer-Mediated Discussion: Two Multi-Classroom Quasi-Experiments
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  Data: 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
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  Data: 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.
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