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The focus of this article is a mixed methods naturalistic research project investigating the relationship between learners' time working within multimedia cases and learners' outcomes. Research was conducted across multiple delivery contexts in four universities. Participants were undergraduate and graduate teacher education students completing general or special education certifications and/or degrees. Dependent variables included concept map scores pre to post differences - pre on quality of concept (conceptual change) and post only on quality of concept, quantity of nodes (depth) and links (breadth) - and total time in the cases. Analysis of variance comparing independent variables of course type (graduate versus undergraduate) and course content (general versus special education) indicates general education teacher trainees benefited less than their special education counterparts. Pearson regression analysis showed time within cases predicted quality concept map difference scores as well as post only node, link, and quality concept map scores for all groups except undergraduate special education trainees (negative correlations). Qualitative data included participant interviews, researcher and participant concept map analysis, and content of online discussions. Emerging themes included a conceptualization of multiple perspectives and problem solving models, an appreciation for and purposes of teamwork, and awareness of process and applications involving services.
This article focuses on the effect of participant time spent learning within cases on measured outcomes when engaged in case-based learning across different course types and content. Multimedia case-based instruction is emerging as a training delivery option and complement to traditional, teacherdirected instruction (Anderson & Baker, 1999; Goor & Santos, 2002; McNaughton, Hall, & Maccini, 2001; Utley, 2006). Some cases in higher education are used to increase content knowledge or specific perspectives, or to evoke problem solving and reflection (Jonassen, 2007). Such andragogy occurs in an assortment of higher education contexts where course type and content may play a role in learning outcomes. To date, little empirical evidence is available investigating learner outcomes when multimedia casebased instruction (M-CBI) is used across instructional delivery contexts.
Ongoing questions surround dialogue on how higher education teacher training programs can bridge the knowledge and skills gap mastered in the classroom to actual employment applications. This theory to practice dilemma seeks solutions in case-based instruction (Fitzgerald, Koury, Mitchem, Hollingsead, Miller, Park, & Tsai, 2009). Historically, case-based instruction consisted of situational...