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Online case-based discussions: examining coverage of the afforded problem space

Online case-based discussions: examining coverage of the afforded problem space Case studies hold great potential for engaging students in disciplinary content. However, little is known about the extent to which students actually cover the problem space afforded by a particular case study. In this research, we compared the problem space afforded by an instructional design case study with the actual content covered by 16 graduate students participating in an online case discussion. In addition, we examined prompts used by two instructors to both widen and deepen that coverage. Results showed that 86 % of the afforded problem space was covered during the week-long discussion, although problem-space components were not covered equally. To keep students focused on relevant case details, the instructors used a variety of prompts, accounting for 15 % of the total postings. Implications for research and practice are discussed including ways to use case mapping as both a teaching and analysis tool. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Technology Research and Development Springer Journals

Online case-based discussions: examining coverage of the afforded problem space

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References (74)

Publisher
Springer Journals
Copyright
Copyright © 2014 by Association for Educational Communications and Technology
Subject
Education; Educational Technology; Learning & Instruction
ISSN
1042-1629
eISSN
1556-6501
DOI
10.1007/s11423-014-9350-9
Publisher site
See Article on Publisher Site

Abstract

Case studies hold great potential for engaging students in disciplinary content. However, little is known about the extent to which students actually cover the problem space afforded by a particular case study. In this research, we compared the problem space afforded by an instructional design case study with the actual content covered by 16 graduate students participating in an online case discussion. In addition, we examined prompts used by two instructors to both widen and deepen that coverage. Results showed that 86 % of the afforded problem space was covered during the week-long discussion, although problem-space components were not covered equally. To keep students focused on relevant case details, the instructors used a variety of prompts, accounting for 15 % of the total postings. Implications for research and practice are discussed including ways to use case mapping as both a teaching and analysis tool.

Journal

Educational Technology Research and DevelopmentSpringer Journals

Published: Aug 22, 2014

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