Case-based learning in virtual groups – collaborative problem solving activities and learning outcomes in a virtual professional training course

Kopp, Birgitta; Hasenbein, Melanie; Mandl, Heinz

doi:10.1080/10494820.2012.680964

Cited by 21 publications

(19 citation statements)

References 15 publications

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“…In our research, better declarative and procedural knowledge learning is specific to teachers who participated more with their peers, both sharing (Wu et al, 2014) and reading others' contributions, and who also tended to evaluate and analyse the information more often. These findings are also consistent with research on collaborative problem-solving activities where successful groups employed more problem-solving activities than less successful ones (Kopp et al, 2014). However, our results have not shown any relationship with situational knowledge, which is the most contextual knowledge of the three types assessed.…”

Section: Discussionsupporting

confidence: 92%

“…On the basis of these findings, it becomes clear that any analysis of IPS skills in small groups should be carried out, taking into account the collaborative elements of the group task and considering that some skills are to be performed among the whole group (Shah, ; Lee, 2013; Wu et al, ) may be related to the construction of content knowledge (Badia & Becerril, ) or may be related to work‐coordination processes (Kopp, Hasenbein, & Mandl, ).…”

Section: Introductionmentioning

confidence: 99%

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Information problem‐solving skills in small virtual groups and learning outcomes

García

Badia

2017

Computer Assisted Learning

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This study investigated the frequency of use of information problem‐solving (IPS) skills and its relationship with learning outcomes. During the course of the study, 40 teachers carried out a collaborative IPS task in small virtual groups in a 4‐week online training course. The status of IPS skills was collected through self‐reports handed in over the course of the 4 weeks. Learning was evaluated by means of open‐ended questionnaires before and after the group task. Three types of knowledge learning were evaluated: declarative, procedural and situational. Teachers exhibited a recurrent use of all skills during the whole collaborative task, although periodic use differed from week to week. Results showed a relationship between some IPS skills and declarative and procedural knowledge. The skills that were statistically significant were share information, read peer's information and analyse information. Implications for learning support and instruction are discussed.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Information problem‐solving skills in small virtual groups and learning outcomes

García

Badia

2017

Computer Assisted Learning

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“…Some of the students expressed that CBL techniques improved their self-expression and discussion skills. Previous studies have emphasized that the CBL techniques improve learning within groups, student interactions in a group and improve socialization by means of this interaction (Curran et al, 2008;Dupuis & Persky, 2008;Razzouk, 2011;Kopp, Hasenbein & Mandl, 2014). When the frequencies of CBL1 and CBL2 on the codes detected in line with the students' opinions were compared, the frequencies of the CBL2 practice were observed to be higher.…”

Section: Conclusion and Recommendationsmentioning

confidence: 93%

“…According to the literature review, it is emphasized that CBL methods increase the academic achievements of the students in different disciplines and facilitate learning (Curran, et al 2008, Nelson, 2010, Taradi & Taradi, 2016. In addition to increasing academic achievement, it is emphasized that CBL also increases students' high-level cognitive skills such as problem solving and critical thinking (Adali, 2005, Nelson, 2010, Ciraj, Vinod & Ramnarayan 2010, Kopp, Hasenbein & Mandl, 2014, Ganiron, 2014.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

The Effect of Case-Based Curriculum on Cognitive and Affective Characteristics of Students

Ilhan-Beyaztas¹,

Ozdemir²

2018

JETS

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This study aims to determine the effect of case-based curriculum (CBC) on the cognitive and affective characteristics of the pre-service teachers. The case-based curriculum was developed within the scope of the "Introduction to Educational Science" course at the university level. It was applied to experimental groups by two different methods that are CBL1 and CBL2, respectively. The CBL1 was implemented through the presentation of the unit subjects, applying the teaching strategy and using the cases, while CBL2 was implemented by ensuring students to reach information through the cases rather than the presentation of the unit subjects by the instructor. The study used a mixed method approach which employed the semi-experimental methods for data collection using pretest-posttest control group design. The study group consists of 334 freshmen taking the "Introduction to Educational Science" course, of education faculties of two different universities. The purposive sampling technique was used to select these students. The result of the study indicates that there was a significant difference in the course "introduction to educational sciences" in favor of the experimental groups in terms of their learning levels. In interviews with students; it has been found that case-based learning (CBL) techniques have a positive impact on students' socialization and communication skills development, and support cooperation. In addition, a large majority of the students stated that CBL contributes to their interest to the course as well as their awareness towards and adoption of the teaching profession. Therefore, CBL can be taken as a basis for developing curricula and the effectiveness of these curricula can be viewed in terms of improving the cognitive, social and affective skills of students.

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“…In fact, one of the main reasons for this is that meaningful learning occurs when the learner spends conscious effort on cognitive processes such as selecting, organising, and integrating new information with existing knowledge with the help of technology in order to find a solution and steer the interaction process (Kopp, Hasenbein, and Mandl 2014), just as professional translators do in their daily decision-making and problemsolving activities.…”

Section: Multimodality and Interaction For The Development Of Instrummentioning

confidence: 99%

A collaborative multimodal working environment for the development of instrumental and professional competences of student translators: an innovative teaching experience

Velasco

Fuentes-Luque

2016

The Interpreter and Translator Trainer

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Case-based learning in virtual groups – collaborative problem solving activities and learning outcomes in a virtual professional training course

Cited by 21 publications

References 15 publications

Information problem‐solving skills in small virtual groups and learning outcomes

Information problem‐solving skills in small virtual groups and learning outcomes

The Effect of Case-Based Curriculum on Cognitive and Affective Characteristics of Students

A collaborative multimodal working environment for the development of instrumental and professional competences of student translators: an innovative teaching experience

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