Search results for: Tsai Hui-Hsien
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The purpose of this article is to describe a process and protocol for researchers to follow when using concept maps as a research tool. To illustrate the viability of concept maps as a research tool, specific steps and examples are provided. The examples are from a research study that investigated the conceptual change of pre-service and in-service teachers after participation in special and general education courses using multimedia case-based instruction.
Updated: Jan. 12, 2010
The Effects of Instructional Implementation on Learning With Interactive Multimedia Case-Based Instruction
In this mixed-methods, naturalistic study, the authors examine how and what participants learn from multimedia cases and, in particular, how instructional implementation affects learning outcomes from multimedia cases. Multimedia cases with technology supports were implemented in 20 different higher education courses with varying instructional modes involving 251 pre-service and practicing teacher education students from four different universities. Results indicate that significant learning occurred for all instructional implementation groups with one exception--limiting use of cases to context for additional course assignments was not effective. Implications for teacher education are explored.
Updated: Jan. 12, 2010
The article reports findings from a two-year multi-site, multi-method naturalistic research project. The research examined the use of multimedia case instruction to prepare teachers for teaching students with emotional/behavioral disorders.
Updated: Apr. 20, 2009
Enhancing Case-Based Learning in Teacher Education Through Online Discussions: Structure and Facilitation
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. 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.
Updated: Mar. 23, 2008