Background: In exploratory learning, students first explore a new topic with an activity and then receive instruction. This inversion of the traditional tell-then-practice order typically benefits conceptual knowledge and transfer, but not always. Aims: The current work examines the impact of including contrasting cases in an exploration activity,…

Engineering programs must produce graduates who are able to consider multicriteria decisions including ethical implications during engineering practice. Teaching students in a meaningful manner to consider these multifaceted decisions was investigated through the usage of disasters and primary coverage of infrastructure disasters. Students…

Productive classroom discussion has been shown to support student learning across academic domains. Facilitating successful discussion hinges on the teacher's ability to make adept in-the-moment observations of various aspects of student talk and classroom dynamics. In two studies, we explore a pedagogical intervention using contrasting cases to…

Scholars and international bodies have highlighted the need to foster undergraduate engineering students' creative thinking and critical thinking. Case-based learning is a name for a host of pedagogical approaches which are student-centered, requiring the instructor to act as an expert guide rather than as a source of knowledge. These approaches…

Background: Experiential learning environments are beneficial for the development of generic learning outcomes, such as critical thinking, communication, and self-regulation. However, research about the variation in experiential learning activities and their benefits is scattered across several bodies of discipline-specific literature. Purpose:…

Using a mixed methods design, this study examines graduate students' perceptions of attitudinal learning regarding the use of case-based learning (CBL) methods in an online instructional design course. One hundred and thirty-three students completed a survey taken from the Attitudinal Learning Inventory (ALI) in weeks three and seven of the…

This study explored students' perceived metacognition (self-regulation and co-regulation) in relation to the online presence within the Community of Inquiry (CoI) framework in an online case-based instruction (CBI) course. Forty-seven online graduate students enrolled in an instructional design course participated in the study. Data were collected…

Employing authentic cases experienced by practitioners in educational contexts is critical to expanding students' experience and engaging students in authentic problems to promote their real-world problem-solving skills. Although in real life, practitioners experience both success and failure and learn from both, little research has been done so…

As the core element of classroom teaching, questions play an essential role in constructing students' knowledge systems and cultivating their ability to discover, explore, analyze, and solve problems. Therefore, the design and application of appropriate questions is the key to the success of classroom teaching. Teaching based on protocol-guided…

Despite the prevalence of case-based reasoning in systems design, many of the established design principles are based on theory rather than empirical studies. This study describes the evolution of a case library learning environment and its transition to a game-based learning approach using educational design research (EDR). We discuss our…

This study investigated student perceived shared-metacognition--self-regulation and co-regulation--as explained by three teaching presence sub-elements--"Instructional Design, Direct Instruction, and Facilitation"--in an online case-based course. 113 online graduate students enrolled in an advanced instructional design course…

A project is a finite activity aimed at producing a tangible product or service. Designing and developing instruction is a type of "project." Instructional design projects ("design projects") require instructional designers (IDs) to manage multiple and often overlapping work tasks, balance the "triple constraint"…

Formative assessment and feedback strategies play a core role in effective learning and instruction. Thus, teachers should be able to effectively apply the theoretical and empirical insights on formative assessment and feedback strategies in their classrooms. However, designing and implementing formative feedback strategies are complex tasks.…

A capstone experience is a final opportunity for master's of social work students to practice competencies they will apply in the field. To support the transition, we designed and evaluated a capstone course using ethically challenging cases in the Decision Case Method approach, as well as integrating active, embodied participation through Theatre…

This feature article describes strategies for designing and facilitating an introductory health literacy education mini unit using a compendium of fundamental, case-based, and simulated learning experiences in undergraduate health education. It explores issues of definition, complimentary fields, associative pedagogy and established measures,…