Case studies’ effect on undergraduates’ achievement, attitudes, and team shared mental models in educational psychology

Razzouk, Rim; Johnson, Tristan E.

doi:10.1007/s11423-013-9307-4

Cited by 18 publications

(7 citation statements)

References 23 publications

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“…Such was the case when traditional knowledge assessment measures (test scores) were used. Razzouk and Johnson (2013) found that case study learning correlated with a more positive attitude toward learning because of the raised level of inquiry and sense of ownership in fulfilling an intellectual and meaningful task of practicing to solve real-life problems. Their study made use of learning outcomes, results of a "Course Interest Survey" and results of a team assessment and diagnostic instrument.…”

Section: Efficacymentioning

confidence: 97%

Skills needs, integrative pedagogy and case-based instruction

Lyons

Bandura

2020

JWL

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Purpose The purpose of this study is to advance the proposition that organizations involved with training of employees should make. First, CBI is linked to skill development areas recognized as high value in the contemporary and future workplace such as analysis, problem-solving and soft skills such as active listening, collaboration and compromise. A second linkage is to an emerging, tested model of integrative pedagogy (IP) focused on improving workplace learning for adults. Design/methodology/approach Reviews were completed of empirical literature and expert opinion from three different domains: current and future skills needs, IP for adult learners and CBI. Review information was analyzed and incorporated into a proposal. Findings Identified are some of the current and projected employee skill needs in the increasingly complex digital work place. Explained are features of IP as well as how the features help advance a learning environment for adults. The authors explain the application of CBI and how it meshes with IP to leverage workplace learning of needed current and future skills. Practical implications There is sufficient information presented to enable a practitioner with little experience with CBI to apply the approach with employees. This can be especially helpful if the training objectives involve critical thinking, strategy formulation, communicating ideas, teamwork and related areas. Originality/value Much has been written about skills needs for current and future scenarios, and about the efficacy of CBI. Yet there are few attempts at tying the skills needs with pedagogical theory and the delivery of instruction that engages many skill needs. This paper helps address this gap.

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Section: Efficacymentioning

confidence: 97%

Skills needs, integrative pedagogy and case-based instruction

Lyons

Bandura

2020

JWL

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“…In this research, task performance examined by teams of raters using highly valid and reliable rating scales and with behaviorally anchored rating scales revealed that CBL-trained employees performed significantly higher than comparison groups. In another study, Razzouk and Johnson (2013) using CBL instruction found that a raised level of inquiry and one’s sense of ownership in confronting a meaningful and intellectual task of attempting to solve real-life problems correlated with a more positive attitude toward learning.…”

Section: Case-based Learningmentioning

confidence: 97%

Stimulating employee learning: the confluence of case-based and self-regulated learning

Lyons

Bandura

2020

ICT

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Purpose The purpose of this paper is to demonstrate the linkage of case-based instruction with the enhancement of self-regulated learning of employees. Specific objectives are to review and describe: some characteristics of adult learning, features and functions of self-regulated learning (SRL) and the instructional approach, case-based learning (CBL), followed by a synthesis of the information in the form of a detailed, CBL approach for practitioner use. Design/methodology/approach The approach used in this work is represented in the following phases. First, conduct a literature review of each of these areas: characteristics of adult learners, details of SRL and its components, accompanied by the expression of linkages among the concepts and CBL. This includes exploration of metacognition, as it relates to the self-regulation of learning. Also reviewed was CBL, including theory background. Literature reviews were aided by databases: Education Research Complete, Psych Info and ScienceDirect. The second substantive phase was to synthesize the information obtained in the reviews and analysis and create a detailed design presentation for using CBL with trainees. Findings The findings of the analysis and synthesis of information enable the expression of a complete, detailed approach to the application of CBL for practitioner use. A review of practices in CBL augmented with examination of important theories of situated cognition and constructivism assist in building a rationale as to how case-based instruction may improve individual and team/group self-regulation of learning. Practical implications Presented in the paper is a complete model of case-based instruction for practitioner use and refinement. Originality/value Case-based instruction has not been directly linked to the self-regulation of learning. This paper makes a contribution to the literature of CBL as well as to situational cognition.

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“…Based on this method, Sikorski et al [103] examined how an intervention might improve teamwork in a meteorology course. Also, Razzouk and Johnson [104] compared the effects of the case-study and knowledge-representation methods on teamwork learning. In the context of group learning, Zemke [105] used the concept of mental models to code student interactions from video recordings.…”

Section: Teamworkmentioning

confidence: 99%

Mental models and engineering education: a literature review

Chua²,

Campo³

et al. 2022

PCEEA

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Mental model is a term that has been discussed in three contexts: (1) how mental models are understood in cognitive psychology, (2) how learners learn in science subjects, and (3) how people solve practical problems. Since mental models have been discussed in different contexts, this paper aims to conduct an integrative literature review that analyzes the materials published on mental models and their relevance for engineering education. The outcome of the review is a conceptual framework of mental models for engineering education with two highlights. First, mental models can help characterize learners’ (mis-)understanding of scientific concepts and technical systems. Second, mental models are of practical use when learners are engaged in some problem-solving tasks. In turn, mental models have a potential to support deep learning and project-based learning.

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Case studies’ effect on undergraduates’ achievement, attitudes, and team shared mental models in educational psychology

Cited by 18 publications

References 23 publications

Skills needs, integrative pedagogy and case-based instruction

Skills needs, integrative pedagogy and case-based instruction

Stimulating employee learning: the confluence of case-based and self-regulated learning

Mental models and engineering education: a literature review

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