Evaluation of Case-based Instruction

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Evaluation of Case-based Instruction
Stephan J. Bera, Ph.D.
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Background
With many possible uses of technology in the K-12
classroom, technology integration can be
intimidating.

• graphic calculator
• digital camera
• video camera
• image scanner
• graphics program
• word processing
• database management
• spreadsheets
• multimedia construction

• internet searching
• e-mail
• chat rooms/MUDs
• data collection
• presentation software (Power Point)
• concept mapping
• computer assisted design (CAD)
• video editor/Movie maker

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Purpose

• What can we do for teachers-in-training?
• Example Substitute experiences were made
  available through an online case library
  (K.I.T.E.)
• Expected to prepare teachers-in-training by
• connecting them to the experiences of seasoned
  teachers

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Research questions

• How do we evaluate the effectiveness of K.I.T.E.?
• We had 2 research questions
• How do K.I.T.E. cases focus novices attention on
  what is important?
• How do K.I.T.E. cases encourage new behaviors?

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Research design

• Teachers-in-training in a Curriculum
  Instruction Methods course visited K.I.T.E. as
  part of their instruction.
• My research examined the cluster of opinions held
  by students, regarding what they found most and
  least effective about using K.I.T.E.

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Method

• Wanted to apply a hybrid of qualitative and
  quantitative statistical techniques to uncover
  commonly shared opinions.
• A method (Q-method) was used to identify
  opinions, shared among students, on the
  characteristics of cases they considered most and
  least important.

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Developing a set of statements

• Content analysis of published literature
  indicated 43 instructional aspects of cases.
• Individual statements placed on index cards
• Focus on an interest-arousing issue
• Are short
• Tell a story
• Help learners connect theory and practice
• Teach students that there may not be one right
  answer after all
• Provide good, concrete criteria of what it means
  to be successful

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Sorting the instructional aspects of cases

• Students use index cards to sort 43 instructional
  characteristics of cases from Least Important
  to Most Important (response grid)

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Analyze and interpret the data

• Analysis of participants' responses resulted in a
  definition of 3 factors.
• These 3 factors were the students criteria for
  effective instruction.

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Factor 1

• Top ranking
• Are open-ended, allowing multiple
  interpretation.
• Teach students that there may not be one "right"
  answer.
• Provide a vehicle for examining multiple points
  of view.
• Bottom ranking
• Create empathy with the central
• character.
• Tell a story.
• Provide ideas for shortcuts.

multiple representations
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Factor 2

• Top ranking
• Provide a vehicle for examining multiple points
  of view.
• Help students become aware of their own tensions
  and ironies.
• Simulate passage of time, so you can
• integrate real life consequences.
• Bottom ranking
• Must have pedagogic utility.
• Include quotations.
• Teach that it is easy to overlook
• important details.

identification
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Factor 3

• Top ranking
• Provide deeper knowledge of the subject.
  
• Create the need to know.
  
• Have stayed with you and want to be retold.
  
• Bottom ranking
• Provide ideas for shortcuts.
• Provide a space to think about
• practice.
• Are short.

engagement
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Conclusion
multiple representations
identification
engagement
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Conclusion
multiple representations
identification
Students criteria for effective
instruction
engagement
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Conclusion

• This research suggested approaches on how a
  case-based educational resource might fine tune
  its online delivery for maximum suitability and
  acceptability to the broadest group of learners
  in post-secondary education.

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Conclusion
multiple representations
identification
Students criteria for effective
instruction
engagement
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Evaluation of Case-based Instruction
Stephan J. Bera, Ph.D.
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