Examining the Role of Web 2.0 Tools in Supporting Problem Solving During Case-Based Instruction

Abstract

As learners solve complex problems, such as the ones present in case narratives, they need instructional support. Potentially, Web 2.0 applications can be useful to learners during case-based instruction (CBI), as their affordances offer creative and collaborative opportunities. However, there is limited research available on how the affordances of Web 2.0 technologies can be used specifically to support learners as they navigate the problem context presented during CBI. An exploratory descriptive case study approach was utilized to investigate how preservice teachers, participating in CBI, used the educational affordances of Web 2.0 technologies to navigate real-world problems. Findings indicate that while Web 2.0 tools have the potential to facilitate learning during CBI, learners did not always use these tools in the most effective ways. Implications for research and practice are discussed. (Keywords: Web 2.0 tools, case-based instruction, problem solving, preservice teachers)

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Author Notes

Adrie A. Koehler is a visiting assistant professor in the Learning Design and Technology program at Purdue University. Her research interests include considering instructional methods that utilize emerging technologies and facilitating case-based instruction. Please address correspondence regarding this article to Adrie A. Koehler, Department of Curriculum and Instruction, Purdue University, 100 N. University Street, BRNG Hall, West Lafayette, IN 47907, USA. E-mail: [email protected]

Timothy J. Newby is a Professor in the Learning Design and Technology program area of the Department of Curriculum and Instruction at Purdue University. His current research focuses on the impact of open digital badges on learning and motivation.

Peggy A. Ertmer is Professor Emerita of Learning Design and Technology at Purdue University. Her research interests relate to technology integration, teacher beliefs, and helping students become expert instructional designers, specifically through the use of case- and problem-based learning methods.