A publication of the Technology and Media Division of the Council for Exceptional Children
JSET Articles Index
Volume 26 Number 2
Exploring the Bridge from Multimedia Cases to Classrooms: Evidence of Transfer
Gail Fitzgerald
University of Missouri
Katherine Mitchem
California University of Pennsylvania
Candice Hollingsead
Northern State University
Kevin Miller
Buffalo State College
Kevin Koury
California University of Pennsylvania
Hui-Hsien Tsai
University of Missouri
This article reports findings from a follow-up study of teacher education students who utilized multime-dia cases in coursework in preparation for teaching students with emotional/behavioral disorders. The purpose of the study was to examine the extent to which knowledge, skills, and attitudes gained through multimedia case-based instruction were maintained following coursework with the cases and transferred to discussions of classroom practice. Research subjects included 16 students who agreed to participate in an online follow-up support group during the two semesters after their use of multimedia cases in their teacher education courses. ἀe independent variable was testing condition (postinstruction versus follow-up Semester 1 versus follow up Semester 2). Dependent variables included the breadth of concept (nodes), the interconnectedness of concept (links), and the quality of content contained in concept maps completed at preinstruction, postinstruction, and two follow-up points in time. Results indicated that conceptual change occurred between preinstruction and the first follow-up phase, and these changes in conceptual knowledge were maintained during the follow-up period while participants were employed in schools. Qualitative data provide a rich understanding of the study findings by relating transfer of knowledge, skills, and attitudes to the prior case instruction and scaffolds embedded in the cases.
