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Case-Based Online Learning Module DESIGN FEATURES, PERCEIVED USEFULNESS, AND IMPACTS ON LEARNING Heng Luo (Patrick), Tiffany A. Koszalka, and Ye Chen, Syracuse University
Case-Based Online Learning ModuleDESIGN FEATURES, PERCEIVED USEFULNESS, AND IMPACTS ON LEARNING
Heng Luo (Patrick), Tiffany A. Koszalka, and Ye Chen, Syracuse University
The Problem of Online Instruction
Allen & Seaman, 2013. Retrieved from http://sloanconsortium.org/publications/survey/changing_course_2012
The growing need….
The Problem of Online Instruction
Allen & Seaman, 2013. Retrieved from http://sloanconsortium.org/publications/survey/changing_course_2012
The Problem of Online Instruction
Most online courses have tended to look much like “porting” existing classroom onto the internet…. (Bransford et al., 2002, p.190)
“Students were able (or required) to buy document packets (print-based) that contained identical information to that on the website.” (Cox, 2005, p.1779)
A Potential Solution: Online Case-Based Instruction
What is Online CBI? True or False?
The online learning module includes a lot of examples so it is online CBI.
What is Online CBI?
Cases as exemplars
Cases as stimulants to promote reflection
Cases as opportunities to practice analysis
and decision making
A case in CBI serves one or multiple pedagogical purposes
Merserth, 1996
The Online CBI Modulehttp://mcbicenter.syr.edu/case1/case1.htm
What is it? The learning module was created for two instructional design (ID) courses (one completely online and one blended) at graduate level.
The Online CBI Modulehttp://mcbicenter.syr.edu/case1/case1.htm
Why is it?
The Online CBI Modulehttp://mcbicenter.syr.edu/case1/case1.htm
Design Feature No.1: No default sequence
The Online CBI Modulehttp://mcbicenter.syr.edu/case1/case1.htm
Design Feature No.2: Authentic materials in various media forms
The Online CBI Modulehttp://mcbicenter.syr.edu/case1/case1.htm
Design Feature No.3: Different voices and perspectives
The Online CBI Modulehttp://mcbicenter.syr.edu/case1/case1.htm
Design Feature No.4: Virtual avatars
The Online CBI Modulehttp://mcbicenter.syr.edu/case1/case1.htm
Design Feature No.5: Various scaffolding features
• Procedural guidance
The Online CBI Modulehttp://mcbicenter.syr.edu/case1/case1.htm
Design Feature No.5: Various scaffolding features
• Reflective questions
The Online CBI Modulehttp://mcbicenter.syr.edu/case1/case1.htm
Design Feature No.5: Various scaffolding features
• Prompt questions• Procedural guidance
The Online CBI Modulehttp://mcbicenter.syr.edu/case1/case1.htm
Design Feature No.5: Various scaffolding features
• Advanced organizer• Review excercise
The Online CBI Modulehttp://mcbicenter.syr.edu/case1/case1.htm
Design Feature No.6: Downloadable and printable
The Online CBI Modulehttp://mcbicenter.syr.edu/case1/case1.htm
Design Feature No.6: Downloadable and printable
Perceived Usefulness
Perceived Usefulness93%
Module improved their analyzing skills
81%Module learning is
meaningful
81%Would recommend similar
case-based Modules
44%Uncertain if they prefer the
module to lecture-style instruction
Valued and Not Valued CBI Features
Multiple perspectivesAuthentic material
Rich mediaGuidance and prompt questions
Time consumingToo much text
Valued and Not Valued CBI Features
Freedom of customize learning
“fun”, “game-like” “overwhelming”, “confusing”
Effects on Higher-Order Thinking“this (activity) is learning-by-doing…someone can tell you about their (ID) experience, but you might not get such clear understanding without actually doing it”.
“I am so tired of those ‘made-up’ scenarios or tasks, ‘cause I think they are fake and less useful… this learning activity is different, I feel I am dealing with real-life issues and they are so much more complicated, made me think really hard to come up with possible solutions.
“ (completing the learning module) made me go back and review my IDE 631 readings and textbooks.”
Discussing QuestionsBased on your online learning or teaching experience, • What are the effective ways of designing online CBI? • What CBI features are most valued by the students? • What are the challenges for design and implementation?
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