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ERIC Number: ED562179
Record Type: Non-Journal
Publication Date: 2015-Sep
Pages: 2
Abstractor: As Provided
Reference Count: 8
Developing Self-Regulated Learners through Collaborative Online Case Discussion in Educational Psychology
Willems, Patricia P.; Gonzalez-DeHass, Alyssa
International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, Oct 24-26, 2015)
Case study instruction is characterized by centering instruction around the use of hypothetical classroom dilemmas. It uses descriptive stories and invites students to discuss application of course material as they engage in hypothetical classroom problem-solving and teacher decision-making. Teaching is a complex profession that requires high levels of multitasking in order to successfully instruct students and handle classroom disruptions. Because most pre-service teachers do not possess extensive classroom experience when enrolled in teacher education, working with case studies provides opportunities to test theoretical concepts and speculate on making decisions that would affect their future classrooms. The purpose of this paper is to discuss the elements of case study instruction that we have found to be effective in encouraging online learner's self-regulated learning for educational psychology. [For the full proceedings see ED562093.]
International Association for the Development of the Information Society. e-mail:; Web site:
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A