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ERIC Number: EJ789089
Record Type: Journal
Publication Date: 2008-Apr
Pages: 19
Abstractor: Author
Reference Count: 22
ISSN: ISSN-1093-023X
Enhancing Case-Based Learning in Teacher Education through Online Discussions: Structure and Facilitation
Mitchem, Katherine; Fitzgerald, Gail; Hollingsead, Candice; Koury, Kevin; Miller, Kevin; Tsai, Hui-Hsien
Journal of Interactive Learning Research, v19 n2 p331-349 Apr 2008
This multi-case study compares the experiences of students and instructors participating in three different online discussion formats used to support the collaborative and social aspects of case-based instruction. Data were collected and analyzed from three different universities that implemented case-based discussions or chats in courses as a part of a larger research consortium project. The implementations represented three different discussion group formats for structure and facilitation: open discussions, prompted discussions, and structured chat discussions. Discussion archives were analyzed for number of students who participated, average postings per student, range of contributions per student and instructor facilitation. Follow-up interviews were conducted with a sample of students from each course to assess student perceptions of the benefits and limitations of online discussion groups to augment case-based learning approaches in special education courses. Results supported prior research findings that online chats and discussions provided opportunities for the students to share, discuss, and modify their case understanding and to support each other in using that knowledge to solve case and classroom problems. Practical implications for instructors using discussion groups in case-based instruction are provided. (Contains 6 tables.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A