Learning with Multimedia Cases: An Evaluation Study
Ellen Van den Berg, University of Twente, Netherlands ; Leanne Jansen, Christelijk Pedagogisch Studiecentrum, Netherlands ; Peter Blijleven, University of Twente, Netherlands
Journal of Technology and Teacher Education Volume ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This article is about the relation between case-based learning and transfer in teacher education. Via a design research approach a multimedia case has been developed. The topic of the case is ‘outdoor activities in science education’. Core of the case is a 17 minutes video that is supplemented by all kinds of background information. Results indicate that preservice teachers with the guidance of open assignments retrieve substantial information from the case. We also found that preservice teachers were motivated to transfer their learning into teaching practice. This transfer effect, however, is best characterized as near transfer, because the actual outdoor activities stayed close to that portrayed in the video of the multimedia case. A few students were able to go beyond the information given in the case. This far transfer only occurred if prompted by the context specific features of the student teaching situation.
Van den Berg, E., Jansen, L. & Blijleven, P. (1997). Learning with Multimedia Cases: An Evaluation Study. Journal of Technology and Teacher Education. Charlottesville, VA: Society for Information Technology & Teacher Education.
Cited ByView References & Citations Map
Roxana Moreno, Sara Abercrombie & Carolyn Hushman, University of New Mexico, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 2615–2622
Chareen Snelson, Boise State University, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 732–737
Christopher Greer, Georgia College & State University, United States
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1192–1194
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.