Marjatta Takala & Kim Wickman (2019) Collaborative Case-Based Virtual Learning in Higher Education: Consultation Case in Special Education, Journal of Digital Learning in Teacher Education, 35:4, 236-248, DOI: 10.1080/21532974.2019.1646171
Collaborative case-based virtual learning in higher education : consultation case in special education
|Author:||Takala, Marjatta1; Wickman, Kim2|
1University of Oulu
|Online Access:||PDF Full Text (PDF, 0.4 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2019081924641
|Publish Date:|| 2021-02-09
Collaborative case-based virtual learning was used with special teacher education students from Finland (N = 94) and Sweden (N = 59). The case was about consultation and was tailor-made to fit their studies. The case was used as a bridge between theoretical and practical studies, and consisted of videos of an imaginary school, which proceeded in the form of a narrative. The goals for the students were practicing challenging situations and critical thinking in small groups—a kind of artificial experience building. After completing the case, the students responded to a questionnaire about it. They evaluated the case positively as a new, inspiring method. Only a few critical comments were received, such as that there was too little time for deep discussion. The method of virtual learning seems to be a good, inspiring way to study in higher education, as an alternative to lectures. Other topics these students would like to study in a similar way were issues related to interaction and new professional skills, such as co-teaching or discussions with parents. The different aspects of this kind of virtual collaborative learning are discussed.
Journal of digital learning in teacher education
|Pages:||236 - 248|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
Nord Forsk financed the creation of the case. The Finnish Ministry of Education financed
the development and use of the case in its pilot form.
© 2019 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Digital Learning in Teacher Education on 09 Aug 2019, available online: https://doi.org/10.1080/21532974.2019.1646171.