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The effect of case studies on individual learning outcomes, attitudes toward instruction, and team shared mental models in a team-based learning environment in an undergraduate educational psychology course.

机译：案例研究对大学教育心理学课程中基于团队的学习环境中的个人学习成果，教学态度和团队共享心理模型的影响。

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摘要

In the educational setting, team learning is consistent with several learning theories such as, situated cognition (Lave & Wenger, 1991) and constructivism (Vygotsky, 1986). The common element among these theories is that learning takes place in a social context where interaction and authentic experience are critical (Driscoll, 2000). One of the newly implemented team learning strategies in education is Team-Based Learning (TBL), which requires students to work together to solve complex problems (Michaelsen, Knight, & Fink, 2004). An example of an instructional method that includes problem solving is the case-study method, which engages students in solving case studies (i.e., real-world problems) (Savery, 2006). In order for teams to be successful in solving complex problems, team members should build shared knowledge that enables them to form accurate explanations and expectations for the team and task (Cannon-Bowers, Salas, & Converse, 1993). This team knowledge sharing is represented by shared knowledge structures known as Shared Mental Models (SMM).;Evidence supports the effects of case studies on individual learning outcomes and attitudes toward instruction (e.g., Chaplin, 2009); however, evidence is lacking about the effects of case studies when implemented with TBL. Existing research shows the potential of TBL, but there is little empirical evidence about the effectiveness of this instructional strategy in educational settings (Michaelsen et al., 2004). Research also supports the link between SMM and team performance (Lee & Johnson, 2008). Researchers have found that certain interventions can improve team SMM, which leads to greater team performance (e.g., Lim & Klein, 2006). The team SMM framework can be applied across disciplines, such as in education, where team learning strategies are used (Mohammed & Dumville, 2001). Despite this potential, little empirical research has investigated team SMM in real-world settings specifically in education (Woods, Felder, Rugarcia, & Stice, 2000). These gaps in literature and the importance of understanding the effect of these strategies were the primary reasons behind this study.;The purpose of this study is to examine the effects of case studies on individual learning outcomes, individual attitudes toward instruction, and team SMM in a TBL environment in an undergraduate educational psychology course. The study employed a Latin Square design whereby approximately 105 students were randomly assigned to one of two groups (i.e., case-study treatment or knowledge-representation treatment). Students in the case-study group received a case study after instruction, while students in the knowledge-representation group engaged in an activity that did not involve problem solving.;Individual learning outcomes (i.e., knowledge and comprehension) were assessed through two paper-based exams. Learners' attitudes toward instruction were measured in terms of attention, relevance, confidence, and satisfaction using Keller's Course Interest Survey (2010). Team SMM (i.e., degree and similarity) were measured through the Team Assessment and Diagnostic Instrument (Johnson et al., 2007). This instrument included five factors related to team and general task SMM. Analysis of Variance (ANOVA) and Multivariate Analysis of Variance (MANOVA) were employed to analyze differences between the case-study group and the knowledge-representation group in terms of the specified variables. Repeated Measure (RM) ANOVA and RM MANOVA were then employed as post hoc analyses for individual students' attitudes and team SMM.;The first supporting research question of the study examined the effects of the case studies on individual learning outcomes. Significant differences were found between the case-study group and the knowledge-representation group in part-2, but not in part-1 of the semester. The direction of these differences was consistent with the hypothesis. The second supporting research question was examined the effects of the case studies on individual student's attitudes. Findings revealed that the case-study group had more positive attitudes in terms of attention, relevance, confidence, and satisfaction than the knowledge-representation group in part-2 but not in part-1. Finally, the third supporting research question investigated the effect of case studies on team. There was no strong evidence of differences between groups on SMM degree score in either part-1 or part-2. However, groups significantly differed on SMM similarity score in part-2 of the semester. Post hoc analysis for team SMM scores revealed significant interactions.;Overall, the case-study method was effective as indicated by generally higher learning outcomes, more positive attitudes, and better team SMM for the case-study treatment group as compared to the knowledge-representation group, specifically in part-2. The case-study method could be realistically adopted for use in the educational psychology course and similar academic settings to maximize the performance of individuals and teams in a TBL environment. Similar studies could be designed, empirically examined, and potentially employed to promote team success in handling complex problems encountered inside the classroom and/or other learning and performance contexts. (Abstract shortened by UMI.)
机译：在教育环境中，团队学习与几种学习理论是一致的，例如情境认知（Lave＆Wenger，1991）和建构主义（Vygotsky，1986）。这些理论中的共同点是，学习是在社会环境中进行的，其中互动和真实经验至关重要（Driscoll，2000）。基于教育的新实施团队学习策略之一是基于团队的学习（TBL），它要求学生共同解决复杂的问题（Michaelsen，Knight和Fink，2004）。案例研究法是包括问题解决在内的教学方法的一个例子，它使学生参与解决案例研究（即现实世界中的问题）（Savery，2006年）。为了使团队成功解决复杂的问题，团队成员应建立共享的知识，使他们能够对团队和任务形成准确的解释和期望（Cannon-Bowers，Salas和Converse，1993年）。这种团队知识共享由称为共享心智模型（SMM）的共享知识结构表示。证据支持案例研究对个人学习成果和对教学态度的影响（例如卓别林，2009年）；但是，缺乏与TBL一起实施案例研究的效果的证据。现有的研究显示了TBL的潜力，但是关于这种教学策略在教育环境中有效性的经验证据很少（Michaelsen等，2004）。研究还支持SMM与团队绩效之间的联系（Lee＆Johnson，2008）。研究人员发现，某些干预措施可以改善团队的SMM，从而提高团队绩效（例如Lim＆Klein，2006）。团队SMM框架可以跨学科应用，例如在使用团队学习策略的教育中（Mohammed＆Dumville，2001）。尽管有这种潜力，但很少有实证研究对SMM团队在现实环境中，特别是在教育领域进行了调查（Woods，Felder，Rugarcia和Stice，2000）。文献中的这些空白以及理解这些策略的效果的重要性是本研究的主要原因。本研究的目的是研究案例研究对个人学习成果，个人对指导的态度以及团队SMM的影响。本科教育心理学课程中的TBL环境。这项研究采用了拉丁方设计，将大约105名学生随机分配到两组中的一组（即案例研究治疗或知识代表治疗）。案例研究组的学生在接受指导后接受了案例研究，而知识表示组的学生则参加了不涉及解决问题的活动。；个人学习成果（即知识和理解力）通过两篇论文进行了评估：基础考试。使用凯勒（Keller）的课程兴趣调查（2010），根据注意力，相关性，自信心和满意度来衡量学习者的教学态度。团队SMM（即程度和相似性）是通过团队评估和诊断工具进行测量的（Johnson等，2007）。该工具包括与团队和一般任务SMM相关的五个因素。采用方差分析（ANOVA）和多元分析（MANOVA）来分析个案研究组和知识表示组之间在指定变量方面的差异。然后采用重复测量（RM）ANOVA和RM MANOVA进行事后分析，以分析个别学生的态度和团队SMM。该研究的第一个支持研究问题是研究案例研究对个人学习成果的影响。案例研究组和知识代表组之间在第2部分（而非本学期的第1部分）中发现了显着差异。这些差异的方向与假设一致。第二个辅助研究问题是考察案例研究对个别学生态度的影响。研究结果表明，案例研究小组在注意力，相关性，信心和满意度方面比知识代表小组在第2部分（而非第1部分）中具有更积极的态度。最后，第三个辅助研究问题调查了案例研究对团队的影响。在第1部分或第2部分中，没有强有力的证据表明两组之间的SMM程度得分存在差异。但是，在学期的第二部分中，各组在SMM相似性评分上存在显着差异。事后对团队SMM得分的分析显示出显着的交互作用。总体而言，案例研究方法是有效的，与案例研究治疗组相比，案例研究治疗组通常具有更高的学习成果，更积极的态度以及更好的团队SMM。代表团体，特别是第2部分。案例研究方法可以在教育心理学课程和类似的学术环境中实际采用，以在TBL环境中最大化个人和团队的表现。可以设计，凭经验检查类似的研究，并可能将其用于促进团队成功处理教室和/或其他学习和绩效环境中遇到的复杂问题。 （摘要由UMI缩短。）

著录项

  • 作者

    Razzouk, Rim.;

  • 作者单位

    The Florida State University.;

  • 授予单位 The Florida State University.;
  • 学科 Education Instructional Design.;Education Educational Psychology.;Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 152 p.
  • 总页数 152
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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