CoChat
Sign Up
Cited by 34Online and Blended LearningInnovative Teaching and Learning MethodsVisual and Cognitive Learning Processes

The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.

Applying case-based method in designing self-directed online instruction: a formative research study

Luo, Heng, Koszalka, Tiffany A., Arnone, Marilyn P., Choi, Ikseon·2018·Educational Technology Research and Development
DOI 10.1007/s11423-018-9572-3
Open this paper in CoChat — free account

Overview

Integrity signals

Registry

Crossref · 10.1007/s11423-018-9572-3

Cites

5 of 5 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • The use of contextualised case stories as instructional anchors made assignments more relevant to participants' lives and supported reflection and knowledge development.

    “Similar to the inclusion of videos (see Cognitive Presence), the use of contextualised case stories as instructional anchors made assignments more relevant to participants' lives and supported reflection and knowledge development (Luo et al. 2018).”

    From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Luo et al. 2018

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 61

  1. Baker, E. A. (2009). Multimedia case-based instruction in literacy: Pedagogy, effectiveness and perceptions. Journal of Educational Multimedia and Hypermedia, 18(3), 249–266.
  2. Barnes, L. B., Christensen, C. R., & Hansen, A. (1994). Teaching and the case method (3rd ed.). Boston MA: Harvard Business School Press.
  3. Barnett, C., & Tyson, P. A. (1994). Facilitating mathematics case discussions while preserving shared authority. New Orleans: In Annual Meeting of the American Education Research Association.
  4. Belland, B. R. (2014). Scaffolding: Definition, current debates, and future directions. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 505–518). New York: Springer. · DOI
  5. Berg, E. V. D., Jansen, L., & Blijleven, P. (2004). Learning with multimedia cases: An evaluation study. Journal of Technology and Teacher Education, 12(4), 491–509.
  6. Boling, E. C. (2007). Linking technology, learning, and stories: Implications from research on hypermedia video-cases. Teaching and Teacher Education, 23(2), 189–200. · DOI
  7. Bonk, C. J., & Lee, M. M. (2017). Motivations, achievements, and challenges of self-directed informal learners in open educational environments and MOOCs. Journal of Learning for Development, 4(1), 36–57.
  8. Brookfield, S. D. (2013). Powerful techniques for teaching adults. San Francisco: Jossey-Bass.
  9. Candy, P. C. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco: Jossey-Bass.
  10. Choi, I., & Lee, K. (2009). Designing and implementing a case-based learning environment for enhancing ill-structured problem solving: Classroom management problems for prospective teachers. Educational Technology Research and Development, 57(1), 99–129. · DOI
  11. Choi, I., Lee, S. J., & Jung, J. W. (2008). Designing multimedia case-based instruction accommodating students’ diverse learning styles. Journal of Educational Multimedia and Hypermedia, 17(1), 5–25.
  12. Deimann, M., & Farrow, R. (2013). Rethinking OER and their use: Open education as bildung. The International Review of Research in Open And Distributed Learning, 14(3), 344–360. · DOI
  13. Design-Based Research Collective. (2003). Design based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8. · DOI
  14. Dooley, A. R. & Skinner, W. (1977). Casing case method methods. Academy of Management Review, 2(2), 277–289. · DOI
  15. Doyle, W. (1990). Case methods in the education of teachers. Teacher Education Quarterly, 17(1), 7–16.
  16. Ertmer, P. A., & Koehler, A. A. (2014). Online case-based discussions: Examining coverage of the afforded problem space. Educational Technology Research and Development, 62(5), 617–636. · DOI
  17. Ertmer, P. A., & Koehler, A. A. (2015). Facilitated versus non-facilitated online case discussions: Comparing differences in problem space coverage. Journal of Computing in Higher Education, 27(2), 69–93. · DOI
  18. Ertmer, P. A., Newby, T. J., & MacDougall, M. (1996). Students’ approaches to learning from case-based instruction: The role of reflective self-regulation. American Educational Research Journal, 33(3), 719–752. · DOI
  19. Ertmer, P. A., Quinn, J. A., & Glazewski, K. D. (2014). The ID casebook: Case studies in instructional design (4th ed.). Upper Saddle River: Pearson.
  20. Hannafin, M. J., Hill, J. R., Land, S. M., & Lee, E. (2014). Student-centered, open learning environments: Research, theory, and practice. In M. Spector, M. D. Merrill, J. van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (pp. 641–651). New York: Springer. · DOI
  21. Harrington, H. L., & Garrison, B. (1992). Cases as shared inquiry: A dialogical model of teacher preparation. American Educational Research Journal, 25(4), 715–736. · DOI
  22. Harris, B. R., Lindner, R. W., & Piña, A. A. (2011). Strategies to promote self-regulated learning in online environments. In G. Dettori & D. Persico (Eds.), Fostering self-regulated learning through ICT (pp. 122–144). Hershey: Information Science Reference. · DOI
  23. Herrington, J. (1997). Authentic learning in interactive multimedia environments. Unpublished Doctoral Dissertation. Perth: Edith Cowan University.
  24. Herrington, J., Reeves, T. C., & Oliver, R. (2007). Immersive learning technologies: Realism and online authentic learning. Journal of Computing in Higher Education, 19(1), 80–99. · DOI
  25. Jonassen, D. H. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. New York: Routledge.
  26. Jonassen, D. H., & Hernandez-Serrano, J. (2002). Case-based reasoning and instructional design: Using stories to support problem solving. Educational Technology Research and Development, 50(2), 65–77. · DOI
  27. Kapp, K. M. (2012). The gamification of learning and instruction. San Francisco: Wiley.
  28. Kleinfeld, J. (1992). Learning to think like a teacher: The study of cases. In J. H. Shulman (Ed.), Case methods in teacher education (pp. 33–49). New York: Teachers College Press.
  29. Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Chicago: Follett.
  30. Kolodner, J. L., Owensby, J., & Guzdial, M. (2004). Case-based learning aids. In D. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 829–861). Mahwah: LEA.
  31. Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: Own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707–734. · DOI
  32. Lee, S. H., Lee, J., Liu, X., Bonk, C. J., & Magjuka, R. J. (2009). A review of case-based learning practices in an online MBA program: A program-level case study. Educational Technology & Society, 12(3), 178–190.
  33. Levin, B. B. (1995). Using the case method in teacher education: The role of discussion and experience in teachers’ thinking about cases. Teaching and Teacher Education, 11, 63–79. · DOI
  34. Luo, H., & Koszalka, T. (2011). Making design decisions visible: Applying the case-based method in designing online instruction. International Journal of Designs for Learning, 2(1), https://doi.org/10.14434/ijdl.v2i1.1102 · DOI
  35. Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (moocs). Computers & Education, 80, 77–83. · DOI
  36. McAninch, A. R. (1993). Teacher thinking and the case method. New York: Teachers College Press.
  37. Mednick, S. A. (1962). The associative basis of the creative process. Psychological Review, 69(3), 220–232. · DOI · Paper page
  38. Merseth, K. K. (1996). Cases and case methods in teacher education. In John Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 722–741). New York: Macmillan and the Association of Teacher Educators.
  39. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks: Sage Publications.
  40. Mishra, S., & Kunwar, A. (2015). Quality assurance for open educational resources: What’s the difference? In C. J. Bonk, M. M. Lee, T. C. Reeves, & T. H. Reynolds (Eds.), MOOCs and open education around the world (pp. 119–129). New York: Routledge. · DOI
  41. Mitchem, K., Koury, K., Fitzgerald, G., Hollingsead, C., Miller, K., Tsai, H. H., et al. (2009). The effects of instructional implementation on learning with interactive multimedia case-based instruction. Teacher Education and Special Education, 32(4), 297–318. · DOI
  42. Moore, J. (1997). Teaching by discussion: Dangers and opportunities. In D. Enerson, R. N. Johnson, S. Milner, & K. Plank (Eds.), The Penn State teacher II: Learning to teach, teaching to learn (pp. 42–53). University Park: Penn State University.
  43. O’Neill, D. K., & Sai, T. H. (2014). Why not? examining college students’ reasons for avoiding an online course. Higher Education, 68(1), 1–14. · DOI
  44. Reigeluth, C. M., & Frick, T. W. (1999). Formative research: A methodology for creating and improving design theories. In C. M. Reigeluth (Ed.), Instructional-design theories and models—A new paradigm of instructional theory (pp. 633–652). New Jersey: Lawrence Erlbaum.
  45. Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. Journal of the Learning Sciences, 13(3), 273–304. · DOI · Paper page
  46. Ritchie, J., Lewis, J., & Elam, G. (2003). Designing and selecting samples. Qualitative research practice: A guide for social science students and researchers, 2, 111–145.
  47. Runco, M. A., & Chand, I. (1995). Cognition and creativity. Educational Psychology Review, 7(3), 243–267. · DOI
  48. Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). Thousand Oaks: Sage Publications Ltd.
  49. Shulman, L. S. (1992). Toward a pedagogy of cases. Ln J. Shulman (Ed.), Case methods in teacher education (pp. 1–30). New York: Teachers College Press.
  50. Song, L., & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6(1), 27–42.
  51. Sykes, G., & Bird, T. (1992). Teacher education and the case idea. In G. Grant (Ed.), Review of research in education (pp. 457–521). Washington, DC: American Educational Research Association.
  52. Tawfik, A., & Jonassen, D. (2013). The effects of successful versus failure-based cases on argumentation while solving decision-making problems. Educational Technology Research and Development, 61(3), 385–406. · DOI
  53. Tawfik, A. A., Sánchez, L., & Saparova, D. (2014). The effects of case libraries in supporting collaborative problem-solving in an online learning environment. Technology, Knowledge and Learning, 19(3), 337–358. · DOI
  54. Wang, M. J. (2010). Online collaboration and offline interaction between students using asynchronous tools in blended learning. Australasian Journal of Educational Technology, 26(6), 830–846. · DOI · Paper page
  55. Watson, S. L., Loizzo, J., Watson, W. R., Mueller, C., Lim, J., & Ertmer, P. A. (2016). Instructional design, facilitation, and perceived learning outcomes: An exploratory case study of a human trafficking MOOC for attitudinal change. Educational Technology Research and Development, 64(6), 1273–1300. · DOI
  56. Wiley, D., & Gurrell, S. (2009). A decade of development. Open Learning: The Journal of Open, Distance and e-Learning, 24(1), 11–21. · DOI
  57. Williams, S. (1992). Putting case-based instruction into context: Examples from legal and medical education. Journal of the Learning Sciences, 2, 367–427. · DOI
  58. Willis, J. (2007). Foundations of qualitative research: Interpretive and critical approaches. Thousand Oaks: Sage Publications. · DOI
  59. Wimmer, M. J., Wilks, D. H., Grammer, R. W., Doerr, R. G., Summers, D. E., & Ressetar, H. G. (2014). Use of patient simulation in problem-based learning for first-year medical students. Medical Science Educator, 24(3), 253–261. · DOI
  60. Wolter, B. H., Lundeberg, M. A., Bergland, M., Klyczek, K., Tosado, R., Toro, A., et al. (2013). Student performance in a multimedia case-study environment. Journal of Science Education and Technology, 22(2), 215–225. · DOI
  61. Young, M. F. (1993). Instructional design for situated learning. Educational Technology Research and Development, 41(1), 43–58. · DOI

Cited by

Sorted by citations

Metadata

Authors
Luo, H., Koszalka, T. A., Arnone, M. P., & Choi, I.
Affiliations
  • Central China Normal University (CN)
  • Syracuse University (US)
  • University of Georgia (US)
Corresponding author
Luo, Heng
ORCID
Venue
Educational Technology Research and Development
Publisher
Springer Science and Business Media LLC
Published
2018-02-16
Volume
66
Issue
2
Pages
515-544
ISSN
  • 1042-1629 (ISSN-L)
  • 1556-6501
DOI
10.1007/s11423-018-9572-3
OpenAlex
W2790369210
Cited by
34
References
5
Citations by year
2025: 2 · 2024: 2 · 2023: 3 · 2022: 5 · 2021: 9 · 2020: 9 · 2019: 4
FWCI
17.87
Type
journal article
Language
en
Open access
closed
Licence
www.springer.com/tdm (tdm)
Locations
Educational Technology Research and Development (publishedVersion)
Topics
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords
self-directed learning, online instruction, instructional design, online tutorials, design assumptions, formative assessment, design changes, online learning

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review