Demystifying Instructional Innovation: The Case of Teaching with Case Studies

Autor/in	Kantar, Lina D.
Titel	Demystifying Instructional Innovation: The Case of Teaching with Case Studies
Quelle	In: Journal of the Scholarship of Teaching and Learning, 13 (2013) 2, S.101-115 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Instructional Innovation; Case Method (Teaching Technique); Learning Theories; Constructivism (Learning); Behaviorism; Nursing Education; Piagetian Theory; Learner Engagement; Independent Study; Generalization; Learning Processes; College Instruction; Foreign Countries; Teaching Methods; Cognitive Processes; Behavior Change; United Arab Emirates + Suchen Sie Ihr Suchwort? Educational Innovation; Bildungsinnovation; Case method; Fallmethode; Learning theory; Lerntheorie; Behaviourism; Behaviorismus; Pflegepädagogik; Selbststudium; Learning process; Lernprozess; Hochschullehre; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Vereinigte Arabische Emirate
Abstract	Issues emerging from instructional innovation are inevitable, yet basing any curriculum shift on a theoretical framework is paramount. This paper grounds the case-based pedagogy in three learning theories: behaviorism, cognitivism, and constructivism. The three theories are described and situated in relation to the case study method. An in-depth exploration of the assumptions of each theory helped to identify and analyze several issues that emerged upon the implementation of the case-based pedagogy in a nursing curriculum. In line with the three pedagogical standpoints, and after an extensive literature review, measures are proposed to improve the quality of student learning in a case-based curriculum, and principles are derived to support educators in their teaching with case studies. The application of the three learning theories may be especially useful to educators and instructional leaders when shifting paradigms. By describing the key challenges that educators may face with instructional innovation and the usefulness of the cognitivist, behaviorist, and constructivist perspectives in providing explanations and recommendations, provides a beginning research base for improving pedagogies. Failure to employ theories of learning in similar educational shifts may hinder the progress of any intended curriculum transformation. (Contains 2 tables.) (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10