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ERIC Number: ED398267
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Students' Approaches to Case-Based Instruction: The Role of Perceived Value, Learning Focus, and Reflective Self-Regulation.
Ertmer, Peggy A.; Newby, Timothy J.
This exploratory study examined how students responded to, and approached learning from, case-based instruction. Students' responses were defined in terms of their perceived interest, relevance, and confidence for learning from this method. Students' approaches were defined by goals, self-regulation strategies, and the evaluation criteria they used to focus their learning efforts. Fifty-eight first-year veterinary students in a case-based biochemistry laboratory course were classified according to their precourse performances on two self-regulated learning inventories. Nine students, representing high and low levels of self-regulation, were interviewed three times during the semester to explore initial and changing responses and approaches to case-based instruction. Using a constant comparative analysis method, three general categories were identified that reflected common themes in students' responses and approaches. These themes revolved around: (1) the value that students assigned to the case method of teaching; (2) the types of goals and evaluation criteria they used to focus their learning efforts; and (3) the manner in which they used reflective strategies to approach case-based instruction. (Contains 1 table and 17 references.) (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A