Case-Based Learning on Web in Higher Education: A Review of Empirical Research
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paper_title: Case Study as a Constructivist Pedagogy for Teaching Educational Psychology

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Recent interest and inquiry into constructivism, pedagogical content knowledge, and case study methodology are influencing the content and goals of educational psychology in teacher preparation. The reasons seem clear: The content of educational psychology lends itself to authentic, active, and pragmatic applications of theory to school practices, as well as to investigations of a variety of educational issues, perspectives, and contexts which can be viewed through case study, a constructivist problem-based approach to learning. Widely-used educational psychology texts are including constructivism as a cognitive alternative to behaviorist and information processing views of teaching and learning. Concurrently, case studies are being integrated in educational psychology texts, and a myriad of case texts have appeared with application to educational psychology courses. This article considers the decisions, benefits, and difficulties in teaching educational psychology through a constructivist case study approach.
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paper_title: Assessing Complex Problem-Solving Skills and Knowledge Assembly Using Web-Based Hypermedia Design

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This research project studied the effects of hierarchical versus heterarchical hypermedia structures of web-based case representations on complex problem-solving skills and knowledge assembly in problem-centered learning environments to develop a system or model that informs the design of web-based cases for ill-structured problems across multiple disciplines. Two groups of students were assigned to work through an ill-structured problem, represented hierarchically and heterarchically in a web-based format. A web-based tracking program was deployed to track students' journeys through the hypermedia case designs. Students were observed while interacting with the problem and were interviewed after submitting their case solutions. Results from the tracking program, observations, case solutions, and interview questions will address case design issues, problem-solving issues, and group processes. RESEARCH PROBLEM Several research projects and studies (Booth-Sweeney, 2001; Herreid & Schiller, 2001; Siegel, et al., 2000; Rogers & Erickson, 1998; Gerdes, 1998; Sutyak, Lebeau, & O'Donnell, 1998; Fitzgerald & Semrau, 1996; Jacobson, Maouri, Mishra, & Kolar, 1996) have investigated the use of cases or problems in instruction particularly in relation to case structure (e.g., linear vs. hypertext, narrative vs. conceptual) and problem complexity (e.g., well-defined vs. ill-structured), and the impact of such variables on advanced knowledge acquisition. However to date, there is no explicit framework or instructional model to guide the design of web-based hypermedia cases, particularly for ill-structured problems or learning tasks that require students to engage in complex problem-solving and knowledge transfer. In addition, Grissom and Koschmann (1995) contended that cases or problems that are used as a stimulus for authentic activity are hard to come by in disciplines other than medicine, business, and law, and suggested tha t hypertext/hypermedia may be a more efficient and effective medium to produce cases for learning environments that are problem-centered. This research project studied the effects of different hypermedia structures of web-based case representations on complex problem-solving skills and knowledge assembly in problem-centered learning environments to develop a system or model that informs the design of web-based cases for ill-structured problems across multiple disciplines. Ill-structured problems are the kinds of problems or tasks that are encountered in everyday practice requiring the integration of several content domains and possessing multiple solutions or solution paths (Jonassen, 1997). They are problems that are "situated in and emergent from a specific context" (Jonassen, 1997, p. 68) and "lacking solutions that are indisputably correct" (Kagan, 1993, p. 715). Therefore they are arguably most appropriate for engaging students in authentic activity and assessing complex problem-solving skills and knowledge transfer. THEORETICAL FRAMEWORK Duffy and Cunningham (1996) identified five strategies for using problems in instruction: (a) the problem as an example; (b) the problem as an integrator or test; (c) the problem as a guide; (d) the problem as a vehicle for process; and (e) the problem as a stimulus for authentic activity. This research project focused on their strategy of using the problem as a stimulus for authentic activity. Authentic activity is most simply defined as the ordinary practices of a culture, namely, coherent, meaningful, and purposeful activities (Brown, Collins, & Duguid, 1989). More specifically, an authentic learning task for students should have the following characteristics. It should: (a) cue the leaner to the desired solution(s) in order to promote "free exploration" or self-directed inquiry; (b) allow multiple solutions or solution paths; (c) have no explicit means for determining appropriate action; (d) be perceived as real or consequential by the learner to promote ownership of the problem; and (e) possess multiple criteria for evaluating solutions. …
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paper_title: The Early History of Case-Based Instruction: Insights for Teacher Education Today.

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This examination of early efforts to use the case method of instruction in business and education at Harvard provides historical insights for those currently contemplating the use of cases in the education of teachers. Conceptual clarity about the purpose of case instruction and administrative and financial support for coordinated case writing by faculty are suggested as reasons why the method took hold in business but not in education.
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paper_title: The influence of discussion groups in a case-based learning environment

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The common practice of using discussion groups during case-based learning makes the role of discussion important in these learning environments. However, little empirical research has been done to investigate the influence of discussion on performance and motivation in case-based learning. The purpose of this article is to present the results of a study conducted to examine the role of discussion groups in a case-based environment. College students completed two cases either individually or in small discussion groups. Measures included two case analyses, an attitude survey, time on task, and document analysis. Results revealed significant performance and time differences between instructional methods on the first case, but not on the second case. In addition, results indicated significant differences in student attitudes between treatments. Overall, participants who worked in groups liked their method significantly better than those who worked alone, felt they learned more working in a group than they would have working alone, and expressed a preference for working in a group if they had to do the class over again. Implications for implementing case-based learning and future research are discussed.
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paper_title: Putting Case-Based Instruction Into Context: Examples From Legal and Medical Education

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Recently, educational theorists have begun to emphasize the importance of situating instruction in meaningful contexts in order to recreate some of the advantages of apprenticeship learning. Cognitive apprenticeship and anchored instruction are two approaches to instruction that provide guidance for teaching in contextualized ways. Cognitive apprenticeship emphasizes the social context of instruction and draws its inspiration from traditional apprenticeships. Anchored instruction provides a model for creating problem contexts that enables students to see the utility of knowledge and to understand the conditions for its use. Together, these two complementary approaches provide a framework for thinking about apprenticeship learning and how it might be transferred to the classroom. Interestingly, authors who have written about cognitive apprenticeships and anchored instruction have made only passing reference to the case method of legal and business education and the problem-based learning approach to medical education, two well-established methods of instruction that are also based on apprenticeship learning and the study of authentic problems or cases. The detailed description of these two approaches to instruction in this article provides a rich source of information about how to create contextualized learning environments in school settings, and demonstrates that case-based instruction can take on different forms and be used in different domains. Each approach is evaluated employing a framework synthesized from cognitive apprenticeship and anchored instruction; the results of this analysis are used to suggest research questions for case-based instruction as it is currently practiced and areas in which further research is needed to refine educational theories.
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paper_title: Using Video-Based Anchored Instruction To Enhance Learning: Taiwan's Experience.

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The purpose of this study is to investigate the effects of computer-assisted videodisc-based anchored instruction on attitudes toward mathematics and instruction as well as problem-solving skills among Taiwanese elementary students. Results from a t-test indicate a significant main effect on student attitudes toward mathematics. Results from a two-way Repeated Measures ANOVA show that students' problem-solving skills improve significantly with anchored instruction. Results also indicate that all the students benefit from the effects of anchored instruction on their problem-solving performance regardless of their mathematics and science abilities. The findings suggest that video-based anchored instruction provide a more motivating environment that enhanced students' problem-solving skills. This study is significant because it establishes an example of video-based anchored instruction for Taiwanese students and also provides empirical evidence of its effects on affective and cognitive responses among fifth graders in learning mathematics. This study is helpful to educators who want to help students learn to think and learn throughout technology.
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paper_title: Enhancing active learning in microbiology through case based learning: Experiences from an Indian medical school

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Background: Case-based learning (CBL) is an interactive student-centered exploration of real life situations. This paper describes the use of CBL as an educational strategy for promoting active learning in microbiology. Materials and Methods: CBL was introduced in the microbiology curriculum for the second year medical students after an orientation program for faculty and students. After intervention, the average student scores in CBL topics were compared with scores obtained in lecture topics. An attempt was also made to find the effect of CBL on the academic performance. Student and faculty perception on CBL were also recorded. Results: In a cross sectional survey conducted to assess the effectiveness of CBL, students responded that, apart from helping them acquire substantive knowledge in microbiology, CBL sessions enhanced their analytic, collaborative, and communication skills. The block examination scores in CBL topics were significantly higher than those obtained for lecture topics. Faculty rated the process to be highly effective in stimulating student interest and long term retention of microbiology knowledge. The student scores were significantly higher in the group that used CBL, compared to the group that had not used CBL as a learning strategy. Conclusion: Our experience indicated that CBL sessions enhanced active learning in microbiology. More frequent use of CBL sessions would not only help the student gain requisite knowledge in microbiology but also enhance their analytic and communication skills.
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paper_title: Implications For The Design Of Online Case-Based Learning Activities Based On The Student Blended Learning Experience

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An evidence based approach was adopted in the redesign of online learning resources for undergraduates in a professional Veterinary Science degree program. Students used online case based resources in blended learning activities to extend and enhance their understanding of the theories underpinning Veterinary Science and to develop their skills in clinical problem solving. This study investigates what the students thought they were learning through the case studies and how the students engaged with the activities. It then discusses the implications of the students’ experience of the materials for improving the design of the activities.
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paper_title: Multidisciplinary case-based learning for undergraduate students

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This report describes the introduction of case-based learning into the final-year dental programme at the Dublin Dental School. Students attended a series of one-hour sessions in groups of 8. Each group appointed a chairman for each session and a tutor facilitated the discussion. Case details were provided during the session with relevant diagnostic records. At weekly discussion sessions, the group findings and treatment options were considered. The diagnosis and treatment plans were then discussed by clinicians involved in the treatment of the case. Following the last session, the case-based learning programme was evaluated by means of a questionnaire distributed to both tutors and students. Both students and tutors rated the sessions positively. Case-based learning was found to be a worthwhile progression from problem-based learning.
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paper_title: Improving User Satisfaction via a Case-Enhanced E-Learning Environment

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Purpose – The purpose of this paper is to examine students’ experiences with a case‐enhanced e‐learning environment in a higher‐education institute.Design/methodology/approach – In total, 67 graduate students volunteered to take part in this experiment. The participants were assigned to treatment groups using tutorial with case‐based learning (CBL) module or comparison groups using tutorial only. They completed a background survey, a technological proficiency survey, a pre‐ and post‐knowledge test, and a learner perception survey of the e‐learning environment.Findings – The present study found a significant increase in the level of domain knowledge in both a tutorial‐only group and a tutorial with CBL module group. The tutorial with CBL group scored significantly higher on learners’ perceptions of the e‐learning environment in terms of ease of use, satisfaction, and usefulness. In addition, the results of the use of a CBL module based on individual differences such as gender, degree level, and information...
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Title: Case-Based Learning on Web in Higher Education: A Review of Empirical Research

Section 1: Introduction
Description 1: Introduce the topic of case-based learning on the web in higher education, its rationale, and the purpose of the review.

Section 2: Case-Based Learning on Web
Description 2: Define case-based learning and discuss its benefits and characteristics, especially when implemented on the web.

Section 3: Method
Description 3: Describe the methodology used for the review, including the guidelines followed, the unit of analysis, and the coding scheme.

Section 4: Sources of Data
Description 4: Outline the data sources, including the stages of search, types of articles reviewed, and the databases used.

Section 5: Findings
Description 5: Summarize the main findings from the reviewed articles, grouped into case-based learning on web usage profile and effects on performance and affective outcomes.

Section 6: Case-Based Learning on Web Usage Profile
Description 6: Describe the disciplines where CBL on web is used and how students and instructors utilize it.

Section 7: Effects of Case-Based Learning on Web
Description 7: Discuss the effects of CBL on performance outcomes and affective outcomes, including attitudes and satisfaction.

Section 8: Conclusion
Description 8: Summarize the limitations of previous studies, implications for practice, and suggest directions for future research on CBL on web in higher education.