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Enhancing student learning with case-based learning objects in a problem-based learning context: the views of social work students in Scotland and Canada

Ballantyne, Neil and Knowles, A. (2007) Enhancing student learning with case-based learning objects in a problem-based learning context: the views of social work students in Scotland and Canada. Journal of Online Learning and Teaching, 3 (4). pp. 363-374.

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    Abstract

    This paper summarizes the results of an evaluation of students' perspectives comparing learning from a multimedia case-based learning object with learning from text-based case studies. A secondary goal of the study was to test the reusability of the learning object in different instructional contexts. The learning object was deployed in the context of a problem-based learning approach to teaching social work students in three different courses in two different countries: Scotland (N=39) and Canada (N=57). Students completed a structured survey form including a series of statements using a five point Likert scale to quantify their views of the different case types (text-based and multimedia). Results indicate strong support for the use of multimedia case scenarios in social work education. Students felt their learning was enhanced using multimedia case studies compared to text-based case studies. A number of benefits, disadvantages and recommendations were identified that will help guide the future development, (re)use, and exchange of digitized learning resources in social work education.

    Item type: Article
    ID code: 32297
    Keywords: online teaching, online learning, learning objects, multimedia, Theory and practice of education, Social pathology. Social and public welfare
    Subjects: Education > Theory and practice of education
    Social Sciences > Social pathology. Social and public welfare
    Department: Faculty of Education > Glasgow School of Social Work
    Related URLs:
      Depositing user: Pure Administrator
      Date Deposited: 21 Jul 2011 16:36
      Last modified: 13 Mar 2012 18:55
      URI: http://strathprints.strath.ac.uk/id/eprint/32297

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