Introducing teaching cases with face-to-face and computer-mediated discussion: Two multi-classroom quasi-experiments

Roger Bruning, Kamau O. Siwatu, Xiongyi Liu, Lisa M. PytlikZillig, Christy Horn, Stephanie Sic, Deborah Carlson

Research output: Contribution to journalArticlepeer-review

11 Scopus citations


Two studies were conducted in multisection introductory child and adolescent development classes to determine effects of introducing abbreviated teaching case studies that were then discussed either in face-to-face or online formats. Students receiving teaching case studies in either format in both classes showed improved ability to critically analyze probe and final cases compared to control participants. Both case study groups in the child development class also showed increased application of psychological concepts in analyzing new cases. No differences in course knowledge were expected as a function of condition and none were found. Hypothesized case-related increases in efficacy for teaching also were not observed. Results were interpreted as supporting a case analysis approach in educational psychology classes and use of online methods for presentation and discussion of abbreviated cases.

Original languageEnglish (US)
Pages (from-to)299-326
Number of pages28
JournalContemporary Educational Psychology
Issue number2
StatePublished - Apr 2008


  • Case studies
  • Discussion
  • Online discussion
  • Preservice teachers
  • Teaching cases
  • Teaching efficacy

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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