Enhancing student learning with case-based learning objects in a problem-based learning context: the views of social work students in Scotland and Canada

This paper summarizes the results of an evaluation of students' perspectives comparing learning from a multimedia case-based learning object with learning from text-based case studies. A secondary goal of the study was to test the reusability of the learning object in different instructional contexts. The learning object was deployed in the context of a problem-based learning approach to teaching social work students in three different courses in two different countries: Scotland (N=39) and Canada (N=57). Students completed a structured survey form including a series of statements using a five point Likert scale to quantify their views of the different case types (text-based and multimedia). Results indicate strong support for the use of multimedia case scenarios in social work education. Students felt their learning was enhanced using multimedia case studies compared to text-based case studies. A number of benefits, disadvantages and recommendations were identified that will help guide the future development, (re)use, and exchange of digitized learning resources in social work education

Problem-based learning case writing by students based on early years clinical attachments: a focus group evaluation.

To evaluate the perception of medical students of the new approach to problem-based learning which involves students writing their own problem-based learning cases based on their recent clinical attachment, and team assessment.Focus group interviews with students using purposive sampling. Transcripts of the audio recordings were analysed using thematic analysis.Imperial College School of Medicine, London.Medical students in the second year of the MBBS course, who attended the problem-based learning case writing session.To elicit the students views about problem-based learning case writing and team assessment.The following broad themes emerged: effect of group dynamics on the process; importance of defining the tutors role; role of summative assessment; feedback as a learning tool and the skills developed during the process.Overall the students found the new approach, writing problem-based learning cases based on patients seen during their clinical attachments, useful in helping them to gain a better understanding about the problem-based learning process, promoting creativity and reinforcing the importance of team work and peer assessment which are vital professional skills. Further tutor development and guidance for students about the new approach was found to be important in ensuring it is a good learning experience. We hope this evaluation will be of use to other institutions considering introducing students case writing to problem-based learning

Case-based accounting learning strategies

This study aims to obtain empirical evidence of differences in student learning outcomes. They apply case-based learning with students who do not apply case-based learning. The research method used was an experiment with true experimental design research design, pre-test post-test control group. Two groups were observed, namely the control group and the treatment group. Case-based learning for financial accounting courses is applied to accounting students in the accounting study program at the Faculty of Economics, Warmadewa University semester 2018/2019. The sample was obtained by convenience sampling method. The data analysis technique used was the independent sample t-test. The results showed the case-based learning strategy in financial accounting courses was effective in increasing student’s understanding of the teaching and learning process. The student’s perceptions of case-based learning strategies in financial accounting courses indicate most students perceive case-based learning strategies enhance learning and the level of effective acceptance from classes applying the case method

Average case analysis of empirical and explanation-based learning algorithms

We present an approach to modeling the average case behavior of learning algorithms. Our motivation is to mathematically model the performance of learning algorithms in order to better understand the nature of their empirical behavior. We are interested in how differences in learning algorithms influence the expected accuracy of the concepts learned.We present the Average Case Learning Model and apply the model to three learning algorithms: a purely empirical algorithm (Bruner's Wholist), an algorithm which prefers analytical (explanation-based) learning over empirical learning (EBL-FIRST-TM) and an algorithm integrating both analytical and empirical learning (lOSC-TM). The Average Case Learning Model is unique in that it is able to accurately predict the expected behavior of learning algorithms. We compare average case analysis to Valiant's Probably Approximately Correct (PAC) learning model

Learning unification-based grammars using the Spoken English Corpus

This paper describes a grammar learning system that combines model-based and data-driven learning within a single framework. Our results from learning grammars using the Spoken English Corpus (SEC) suggest that combined model-based and data-driven learning can produce a more plausible grammar than is the case when using either learning style isolation.Comment: 10 page

Distance learning of engineering based subjects: A case study.

YesWith the advancement of technology, significant changes have been introduced into the learning and teaching environment. The importance of enhancing the interest of learners is an on-going challenge for educators of all levels. In this respect, teaching and learning practices are adapting to students¿ exposure to technological and social trends. In this presentation, a case study of using technology to enhance the learners¿ environment for engineering-based subjects in higher education is presented. The approach consists of delivering interactive materials through a Virtual Learning Environment and integrating web application technologies to enhance the learners¿ experience. Due to the vast subject areas in engineering and the variety of content of each subject, a general methodology is first identified and adopted. This consists of stages that show the progress from initial development to deployment of the materials, followed by evaluation of the module and further improvements carried out on the module based on qualitative evaluation. The evaluation process consists of the application of electronic surveys for feedback on the distance learning module. In addition, monitoring of the students¿ usage of the materials is also carried out. The presentation concludes with the presentation of the initial results from a current e-learning module

Use interactive multimedia to improve your programming course

This paper reports first year students’ experiences with multimedia-based learning for programming and its influence on students obtained from two case studies at Napier and Brunel universities. Engineering students at the universities have taken programming courses from their first year and many have showed difficulties in their learning. The main reason is that it is a very abstract domain, which means that both lecturers and students can have difficulties in explaining and understanding abstract concepts verbally. Considering the strengths of Interactive Multimedia(IMM), i.e. interactivity and visualisation, we decided to use it to improve students’ learning. An empirical study was planned and IMM materials were designed for this. A trial and two case studies were carried out from December 2000 to June 2001. The designed materials were integrated into the curriculum as a teaching aid and self-guided learning materials. The data gathered from the case studies indicated that many students felt the multimedia-based learning helped their understanding of the programming concepts, and some became very motivated in programming. Also, using the interactive multimedia materials for both teaching and learning enhanced students’ learning experience. At last, we found educating both lecturers and students on what is multimedia-based learning prior to a course can increase its effectiveness

Research into the use of ICT and e-learning for work-based learning in the skills sector

The report provided an overview of the research commissioned by Becta into the use of ICT for learning by SMEs and the public sector, in the context of work-based learning (WBL). The findings were illustrated with a number of case studies and vignettes of good practice. The report was targeted at stakeholders in work-based learning (WBL)