HUSITA8, August 2007 Enhancing student learning with case-based learning objects: the views of social work students from Scotland & Canada Dr. Alan Knowles

HUSITA8, August 2007

Enhancing student learning with case-based learning objects:

the views of social work students from Scotland & Canada

Dr. Alan KnowlesGrant MacEwan College, Canada

&Neil Ballantyne

Scottish Institute for Excellence in Social Work Education, Scotland.

2 of 30 Alan Knowles & Neil Ballantyne | HUSITA8, August 2007

Introduction

• Common place use of e-Learning environments• Emergence of learning objects (LOs) and learning

object repositories for content• Pedagaogical shift to constructivist approaches• Recent survey (Kim & Bonk, 2006) of online

instructors’ views on the future of online learning suggested that: – blended education would become the norm; – instructors would make greater use of content in the

form of learning objects; – and collaborative and problem-based learning

(PBL) approaches would be used more widely


Integrated learning

• Problems in all programmes of professional education about perceived relevance of classroom based learning to the capabilities required of professionals in the field.

• Within social work education this problem has been variously described as:– the theory/practice dilemma (Barbour, 1984); – the problem of readiness to practice (Marsh and

Triseliotis, 1996);– and, more recently, the problem of integrated

learning (Clapton et al, 2006).


PBL as a potential solution

• Students learn relevant knowledge in the context of, and in order to understand authentic case situations.

• Didactic lectures largely, or wholly, replaced by student participation in study groups undertaking self-directed learning to resolve problems represented by questions or case material.

• Role of the tutor becomes that of facilitator or coach to the students’ learning.

• Positive reviews of the implementation of PBL in social work:– United Kingdom

(Burgess & Jackson, 1990; Cree & Davidson, 2000; Downes & McCluskey, 1985; Plowright & Watkins, 2004),

– Australia (Bolzan & Heycox,1997; Gibbons & Gray, 2002; Smith, 1985),

– United States (Altshuler & Bosch, 2003; Sable, Larrivee & Gayer, 2001),

– Hong Kong (Lam, 2004; Wong & Lam, 2007).


PBL & learning technology

• Some PBL instructors beginning to use computer-mediated communication (CMC) to support reflective discussions within PBL study groups in both distance & blended educational settings (Barrows, 2002; de Leng et al, 2006; Stromso et al 2007).

• Others harnessing web-based multimedia to enrich the authenticity of the problem-based case material (Balslev et al, 2005; de Leng et al, 2007; Kamin et al 2003)


PBL & multimedia

• Potential pedagogical advantages of video based case scenarios over text-based scenarios in the context of PBL in medical education suggests that video offers– a more holistic and complex picture of the case allowing

student to develop their own pattern recognition rather than relying on the preprocessed verbal descriptions of the expert tutor;

– freedom for a student to observe events directly and to experience the patients or service users perspective on reality;

– emotional impact conveyed through body language and subtle non-verbal and para-verbal cues supporting a more caring and empathic response from learners;

– use of a medium that is more familiar to the screenagers of Generation X.

de Leng (2007)


Multimedia & social work education

• Innovative social work educators have incorporated images, audio, and video into the curriculum to enrich and enliven teaching ever since it was possible to do so (Fredollino & Knaggs, 2005; Gelman and Tosone, 2006; Jerry and Collins, 2005; Seabury, 2003; Shibusawa et al, 2006).

• However, no work in the social work literature has evaluated the use of video in a PBL context, nor have any of the materials in the studies tested the reusability of learning objects in different instructional contexts.


Defining LOs

“. . . the fundamental idea behind learning objects is that instructional designers can build small (relative to the size of the entire course) instructional components that can be reused a number of times in different learning contexts” (Wiley, 2000)

• The concept of reusability is central


The reusability paradox

Pedagogical

value

Potential for reuse Wiley (2004)

More effective learning needs contextualisation;But increasing reusability requires less context(e.g. a single image of a genogram, versus a complete teaching uniton family systems)


The reusability paradox

• The solution lies in finding a ‘sweet spot’– designing content that is large enough to be

educationally meaningful yet small enough to be reusable

• In the social work context, case-based learning objects may be ideal (though not the only) candidates

• DEMO


Research questions

• Does the use of online multimedia add value to the learning experience?

• In particular, does it help to make the simulated experience more authentic?

• Can case-based learning objects be reused effectively in different instructional contexts?


Method 1

• A questionnaire (Scottish & Canadian sample)– Opening questions included general demographic

data, information related to students’ computer skills and Internet access;

– A Likert-type questionnaire that included a series of 14 statements asking students to indicate the extent to which they agreed with each;

– The 14 statements related to: a) orientation to the case and accessibility; b) the design of the case; and c) comparisons between learning from multimedia & text-based cases;

– Included some open-ended statements.


Method 2

• Focus discussion groups (Canada only)– explored students’ perspectives on authenticity,

sense of immediacy and emotional reactions in using the resource, feedback on the pedagogical design of the case (problem-based learning learning design elements), and additional recommendations.


Samples

• Questionnaire– Group 1: Scotland – second year undergraduate

students on social work law course (n=39). Study mode mainly F2F with online access as an adjunct.

– Group 2: Canada – social work practice methods course (n=26). Study mode: 50% online & 50% F2F

– Group 3: Canada – mental health course (n=31). Study mode: 50% online & 50% F2F

– Total n=96 across all three groups• Focus groups

– Two focus groups conducted with students from each of the courses in Canada (social work methods n=8; mental health and social work n=7)

– Total n=15 across two focus groups


Orientation & Accessibility

N Mean SD

1. I had technical problems accessing the multimedia case study

Canada 57 2.30 1.180

Scotland 39 2.15 .933

2. I had sufficient advice, guidance and support to help me access the case study

Canada 57 4.30 .801

Scotland 39 3.46 .969

(Likert-type scale: 1=Stongly Disagree to 5=Strongly Agree)


Case study design

N mean SD

3. The video transcripts were very helpful

Canada 55 4.33 .862

Scotland

39 4.15 .670

4. I thought the multimedia case study was well produced

Canada 57 4.32 .631

Scotland

39 4.23 .536

5. Overall the performance of the actors were convincing

Canada 57 4.23 .756

Scotland

39 3.54 .969

Canada 57 2.32 .827

Scotland

39 1.97 .584(Likert-type scale: 1=Stongly Disagree to 5=Strongly Agree)


Comparing multimedia with text-based cases

N Mean SD

7. Using the multimedia case study significantly enhanced my learning

Canada 57 4.42 .755

Scotland 39 3.82 .823

8. I didn’t enjoy using the multimedia case study

Canada 56 1.89 1.039

Scotland 39 1.90 .598

9. There are no real differences learning from text-based or multimedia case studies

Canada 57 1.81 .875

Scotland 39 1.92 .839

Canada 57 4.44 .708

Scotland 39 3.72 .916



Comparing multimedia with text-based cases (continued)

N mean SD

11. More of our problem-based learning should incorporate multimedia

Canada 56 4.16 .890

Scotland 39 4.10 .852

12. The multimedia seemed more realistic than text-based case studies

Canada 57 4.35 .813

Scotland 39 4.0 1.026

13. The text-based case studies were more engaging and motivating than the multimedia case studies

Canada 56 2.21 1.246

Scotland 39 2.31 1.030

Canada 57 4.35 .790

Scotland 39 3.74 .993



Findings

• The majority of students in all three settings agreed that:– the multimedia case significantly enhanced their

learning; – they enjoyed using the multimedia case material;– there are differences in learning from multimedia

cases as opposed to text-based cases;– the multimedia case study increased their

understanding of the complexities of practice more than text based case studies;


Findings (continued)

– more of their PBL classes should use multimedia cases;

– the multimedia case seemed more realistic than text-based cases;

– text-based cases were not more engaging and motivating to learn from than multimedia

– it was easier to learn from the multimedia case than the text-based cases


Open-ended questions: benefits

Authenticity

“It helps to provide a more authentic learning experience. It also makes case scenarios more realistic and something you can identify with.”

“I find that I tend to learn things more when in story formation. So to have a case study be acted out as though it were real was very beneficial.”

“Brings it to life, helps you remember who the characters are and humanises them rather than words on a piece of paper.”

Motivation

“It is more realistic and it feels as though there is more point in helping them, which gives you more motivation to carry out the work as paper based case studies are very repetitious.”

“It is more engaging. It helps make our resources more diverse and interesting.”


Open ended questions: benefits

Non-verbal & para-verbal communication

“They bring to life scenarios allowing students to analyze body language of social workers and service users.”

“Gave you the chance to see real people and body language and made the process more realistic.”

“Gives an idea of thoughts and feelings as you can tune into how words are said, for example tone, pitch, speed.”

Memorability

“It is easier to understand and remember (the case) better.”

Convenience

“You can watch them over and over, therefore it helps you pick on more issues.”


Open ended questions: disadvantages

Technology access/failure

“If technology fails then the exercise becomes pointless.”

“Sometimes people cannot get access to the info which holds a lot of people up.”

“Not everyone has access to computers or broadband connections.”


Findings from the focus groups

• the visual nature of the multimedia case was the main advantage.

• convenience of being able to work through the scenarios from home,at their own pace, and replay the video scenes.

• the case scenario was authentic, portrayed real emotion, and was realistic of a client situation

• stronger emotional reactions and felt more involved• the actors’ expressions and non-verbal cues made the

scenarios seem real - some students felt as though they were in a social worker-client relationhsip

• Mixed views on amount of detailed information available/required


Conclusions

• Student perceptions on all three courses were consistent and positive

• Multimedia case perceived as more authentic, motivating, memorable and convenient. Also appreciated access to non-verbal and para-verbal cues

• Case-based LOs can be reused in different (albeit related) contexts

• Therefore, value in encouraging educator collaboration & exchange

• But need to design for reusability• And multimedia does not ipso facto enhance

learning


Limitations

• Learning– Based on subjective views of students

so can’t assume actual learning gains– One researcher was the instructor to the

Canadian students

• Reuse– Only one learning object in the study– So can’t generalise to other LOs, or

different types of LOs (e.g. conceptual LOs)


Future work

• Reusability– Factors in the design of LOs that facilitate reuse– Factors in the embedding process that facilitate

reuse

• Learning– Impact of multimedia on learning?– Retention and recall?– Role of emotion– Transfer of learning?


The skill of the teacher

“It is not the objects that form a coherent course but the skill of the teacher in supplying a structure, a set of activities and occasional course-specific material that act as the ‘glue’ to tie together the entire course.”

Duncan (2003, p 18)


For further information

[email protected]&

[email protected]

Slideshttp://www.iriss.org.uk/HUSITAmultimedia

mailto:[email protected]



http://www.iriss.org.uk/HUSITAmultimedia


Acknowledgments

This project received partial funding from the MacEwan Research Council and the support of the

Scottish Institute for Excellence in Social Work Education.

Documents

HUSITA8, August 2007 Enhancing student learning with case-based learning objects: the views of social work students from Scotland & Canada Dr. Alan Knowles