TY - JOUR
T1 - Face-to-face versus computer-mediated discussion of teaching cases
T2 - Impacts on preservice teachers' engagement, critical analyses, and self-efficacy
AU - PytlikZillig, Lisa M.
AU - Horn, Christy A.
AU - Bruning, Roger
AU - Bell, Stephanie
AU - Liu, Xiongyi
AU - Siwatu, Kamau O.
AU - Bodvarsson, Mary C.
AU - Kim, Doyoung
AU - Carlson, Deborah
N1 - Funding Information:
We want to express our sincere gratitude to the Andrew W. Mellon Foundation for its generous support of this research, which was provided under the Foundation’s Cost-Effective Uses of Technology in Teaching (CEUTT) program. The points of view expressed in this report are solely those of the authors and do not necessarily represent those of the Andrew Mellon Foundation.
PY - 2011/10
Y1 - 2011/10
N2 - Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written case analyses as homework outside of class. The other was asynchronous computer-mediated (CM) discussion taking place outside of class, simultaneous to students' completion of their written case analyses. Six class offerings of an undergraduate child development course taught by two instructors (three classes by each instructor) were randomly assigned within instructor in a quasi-experimental design to one of the three discussion conditions: FTF, CM, or no discussion of the cases across the semester. Findings indicated that both CM and FTF discussion conditions were associated with positive outcomes relative to the control condition. Both CM and FTF discussion related to higher cognitive-affective engagement with the cases than the control condition; and the CM discussion condition was associated with higher cognitive-affective engagement than FTF discussion. In contrast, FTF discussion, but not CM discussion, was associated with higher-than-control-condition case analysis ability at the end of the semester. Potential explanations for these findings and directions for future research are discussed.
AB - Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written case analyses as homework outside of class. The other was asynchronous computer-mediated (CM) discussion taking place outside of class, simultaneous to students' completion of their written case analyses. Six class offerings of an undergraduate child development course taught by two instructors (three classes by each instructor) were randomly assigned within instructor in a quasi-experimental design to one of the three discussion conditions: FTF, CM, or no discussion of the cases across the semester. Findings indicated that both CM and FTF discussion conditions were associated with positive outcomes relative to the control condition. Both CM and FTF discussion related to higher cognitive-affective engagement with the cases than the control condition; and the CM discussion condition was associated with higher cognitive-affective engagement than FTF discussion. In contrast, FTF discussion, but not CM discussion, was associated with higher-than-control-condition case analysis ability at the end of the semester. Potential explanations for these findings and directions for future research are discussed.
KW - Case methods
KW - Computer-mediated discussion
KW - Critical thinking
KW - Engagement
KW - Self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=84860391339&partnerID=8YFLogxK
U2 - 10.1016/j.cedpsych.2011.07.002
DO - 10.1016/j.cedpsych.2011.07.002
M3 - Article
AN - SCOPUS:84860391339
VL - 36
SP - 302
EP - 312
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
SN - 0361-476X
IS - 4
ER -