Effects of Success- Versus Failure-Based Design of Case Libraries on Learner-Learner Interaction

• In Event: Designer Decision-Making and Implementation

Abstract

Studies find that students struggle to engage in learner-learn interaction during asynchronous problem-based learning (PBL) contexts. This study thus explored how the design of a case library impacted learner interaction differed when participants accessed success- and failure-based design case libraries. Results found the failure-based design condition had higher overall number of postings and differed in terms of the number of elicitations and planning interactions. Results of the sequential analysis indicated participants in the success-based condition were more quicker to complete their activity, while failure condition were more likely to continue questioning their peers. Findings suggest that failure-based design case libraries may be a more advantageous catalyst of further inquiry between peers when compared with success.

Authors

• Andrew Tawfik, University of Memphis

• Philippe J Giabbanelli, Northern Illinois University

• Maureen Hogan, Northern Illinois University

• Fortunata Msilu, Northern Illinois University

• Anila Gill, Northern Illinois University

• Cindy S. York, Northern Illinois University

• Charles Wayne Keene, University of Missouri - Columbia