Examining the Impact of Discussion Format: Developing Preservice Teachers' Instructional Design Skills Through Case-Based Instruction

• In Event: Instructional and Technological Scaffolding in Enhancing Students' Problem-Based Learning Experiences

Abstract

Case-based instruction (CBI) has been utilized for many years to build learners’ problem-solving skills. Although class discussions are often implemented as part of problem-centered methodologies, like CBI and problem-based learning, little research has considered how the structure of such discussions impacts learners’ problem-solving abilities. In this study, we examined the impact of two discussion formats: 1) instructor-facilitated (class discussions guided by instructor-crafted prompts and an active facilitator) and 2) instructor-supported (discussions guided by instructor-crafted prompts only). Working in groups, pre-service teachers completed four case analyses across a semester. Results suggest that regardless of facilitation method, CBI appears to be an effective method for developing learners’ problem-solving skills. However, learners enrolled in the instructor-facilitated section experienced more benefits.

Authors

• Adrie A Koehler, Purdue University

• Peggy A. Ertmer, Purdue University

• Tim Newby, Purdue University