Articulating case-based learning outcomes and assessment Online publication date: Mon, 25-Jun-2007
by John M. Carroll, Marcela Borge
International Journal of Teaching and Case Studies (IJTCS), Vol. 1, No. 1/2, 2007
Abstract: Contemporary classroom practices have evolved, and are continuing to evolve toward an emphasis on authentic learning activities. To a considerable degree, lectures and proscribed classroom exercises are being replaced with more open-ended, problem-based activities that are frequently carried out by groups of students (i.e., collaborative learning). We are investigating the use and assessment of such learning activities in a usability engineering course for 3rd and 4th year Information Science undergraduate students at the Pennsylvania State University. This paper advances our project by attempting to better articulate the specific learning objectives of case-based activities employed in this course and appropriate assessment goals and methods for these learning objectives.
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Teaching and Case Studies (IJTCS):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.
If you still need assistance, please email subs@inderscience.com