Abstract
Case-based reasoning posits that learners can use their prior experience to solve new problems. This theory is cited to explain the benefits of problem-based learning (PBL), especially as it relates to knowledge structure development. However, critics argue that learners lack the relevant knowledge structures to simultaneously learn new content and solve complex problems. In terms of learning design, theorists suggest a set of cases (case library) can be used as vicarious memory and thus bridge the experience gap. While this may be beneficial in theory, studies show experts and novices tend to process the details of a case in markedly different ways, which would be problematic in terms of case libraries' ability to scaffolding problem-solving. To address this challenge, this study compared the following conditions in terms of argumentation and knowledge structure development: PBL only, PBL with static case library, PBL with recommendation system case library. Both the case library conditions outperformed the PBL-only condition in terms of initial argument development. However, the PBL with recommendation system case library outperformed the other conditions on rebuttal development. Implications for PBL, CBR, knowledge structure development, and learning design are discussed.
Similar content being viewed by others
References
Alfieri, L., Nokes-Malach, T. J., & Schunn, C. D. (2013). Learning through case comparisons: A meta-analytic review. Educational Psychologist,48(2), 87–113.
Asterhan, C. S. C., & Dotan, A. (2018). Feedback that corrects and contrasts students’ erroneous solutions with expert ones improves expository instruction for conceptual change. Instructional Science,46(3), 337–355.
Ausubel, D. G. (1963). Cognitive structure and the facilitation of meaningful verbal learning. Journal of Teacher Education,14(2), 217–222.
Balabanović, M., & Shoham, Y. (1997). Fab: Content-based, collaborative recommendation. Communications of the ACM,40(3), 66–72.
Balslev, T., De Grave, W., Muijtjens, A., & Scherpbier, A. (2005). Comparison of text and video cases in a postgraduate problem-based learning format. Medical Education,39(11), 1086–1092.
Barrows, H., & Tamblyn, R. (1980). Problem-based learning: An approach to medical education. New York, NY: Springer.
Bédard, D., Lison, C., Dalle, D., Côté, D., & Boutin, N. (2012). Problem-based and project-based learning in engineering and medicine: Determinants of students’ engagement and persistance. Interdisciplinary Journal of Problem-Based Learning,6(2), 7. https://doi.org/10.7771/1541-5015.1355.
Belland, B., Walker, A., Kim, N., & Lefler, M. (2017). Synthesizing results from empirical research on computer-based scaffolding in STEM education. Review of Educational Research,87(2), 309–344.
Bennett, S. (2010). Investigating strategies for using related cases to support design problem solving. Educational Technology Research and Development,58(4), 459–480.
Boshuizen, H. P. A., Wiel, M. W. J., & Schmidt, H. G. (2012). What and how advanced medical students learn from reasoning through multiple cases. Instructional Science,40(5), 755–768.
Cattaneo, A. A. P., & Boldrini, E. (2017). Learning from errors in dual vocational education: Video-enhanced instructional strategies. Journal of Workplace Learning,29(5), 357–373.
Clariana, R. B., Wolfe, M. B., & Kim, K. (2014). The influence of narrative and expository lesson text structures on knowledge structures: Alternate measures of knowledge structure. Educational Technology Research and Development,62(5), 601–616.
Crowell, A., & Kuhn, D. (2014). Developing dialogic argumentation skills: A 3-year intervention study. Journal of Cognition and Development,15(2), 363–381.
Engle, R. A., Nguyen, P. D., & Mendelson, A. (2011). The influence of framing on transfer: Initial evidence from a tutoring experiment. Instructional Science,39(5), 603–628.
Ertmer, P. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development,53(4), 25–39.
Ertmer, P., & Koehler, A. A. (2018). Facilitation strategies and problem space coverage: Comparing face-to-face and online case-based discussions. Educational Technology Research and Development,66(3), 639–670.
Ertmer, P., Stepich, D. A., York, C. S., Stickman, A., Wu, X. L., Zurek, S., et al. (2008). How instructional design experts use knowledge and experience to solve ill-structured problems. Performance Improvement Quarterly,21(1), 17–42.
Ertmer, P., Glazewski, K. D., Jones, D., Ottenbreit-Leftwich, A., Goktas, Y., Collins, K., et al. (2009). Facilitating technology-enhanced problem-based learning (PBL) in the middle school classroom: An examination of how and why teachers adapt. Journal of Interactive Learning Research,20(1), 35–54.
Eseryel, D., Ifenthaler, D., & Ge, X. (2013). Validation study of a method for assessing complex ill-structured problem solving by using causal representations. Educational Technology, Research and Development,61(3), 443–463.
Exarchos, T. P., Papaloukas, C., Lampros, C., & Fotiadis, D. I. (2008). Mining sequential patterns for protein fold recognition. Journal of Biomedical Informatics,41(1), 165–179.
Farrelly, C. M., Schwartz, S. J., Lisa Amodeo, A., Feaster, D. J., Steinley, D. L., Meca, A., et al. (2017). The analysis of bridging constructs with hierarchical clustering methods: An application to identity. Journal of Research in Personality,70, 93–106.
Fitzgerald, G., Mitchem, K., Hollingsead, C., Miller, K., Koury, K., & Tsai, H.-H. (2011). Exploring the bridge from multimedia cases to classrooms: Evidence of transfer. Journal of Special Education Technology,26(2), 23–38.
Forina, M., Armanino, C., & Raggio, V. (2002). Clustering with dendrograms on interpretation variables. Analytica Chimica Acta,454(1), 13–19.
Gartmeier, M., Bauer, J., Fischer, M. R., Hoppe-Seyler, T., Karsten, G., Kiessling, C., et al. (2015). Fostering professional communication skills of future physicians and teachers: Effects of e-learning with video cases and role-play. Instructional Science,43(4), 443–462.
Graesser, A. C., & Olde, B. A. (2003). How does one know whether a person understands a device? The quality of the questions the person asks when the device breaks down. Journal of Educational Psychology,95(3), 524–536.
Hartling, L., Spooner, C., Tjosvold, L., & Oswald, A. (2010). Problem-based learning in pre-clinical medical education: 22 years of outcome research. Medical Teacher,32(1), 28–35.
Hemberger, L., Kuhn, D., Matos, F., & Shi, Y. (2017). A dialogic path to evidence-based argumentive writing. Journal of the Learning Sciences,26(4), 575–607.
Hernandez-Serrano, J., & Jonassen, D. H. (2003). The effects of case libraries on problem solving. Journal of Computer Assisted Learning,19(1), 103–114.
Herr, N. (2008). The sourcebook for teaching science, grades 6–12: Strategies, activities, and instructional resources. San Francisco, CA: Wiley.
Hmelo-Silver, C. (2013). Creating a learning space in problem-based learning. Interdisciplinary Journal of Problem-Based Learning,7(1), 24–39. https://doi.org/10.7771/1541-5015.1334.
Hmelo-Silver, C., & Barrows, H. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-Based Learning,1(1), 21–39. https://doi.org/10.7771/1541-5015.1004.
Hmelo-Silver, C., Duncan, R. G., & Chinn, C. (2007a). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist,42(2), 99–107.
Hmelo-Silver, C., Marathe, S., & Liu, L. (2007b). Fish swim, rocks sit, and lungs breathe: Expert-novice understanding of complex systems. Journal of the Learning Sciences,16(3), 307–331.
Hung, W. (2011). Theory to reality: A few issues in implementing problem-based learning. Educational Technology Research and Development,59(4), 529–552.
Jacobson, M. J. (2001). Problem solving, cognition, and complex systems: Differences between experts and novices. Complexity,6(3), 41–49.
Jacobson, M. J., & Spiro, R. (1995). Hypertext learning environments, cognitive flexibility, and the transfer of complex knowledge: An empirical investigation. Journal of Educational Computing Research,12(4), 301–333.
Jeong, H., & Hmelo-Silver, C. E. (2016). Seven affordances of computer-supported collaborative learning: How to support collaborative learning? How can technologies help? Educational Psychologist,51(2), 247–265.
Jokhan, A., Sharma, B., & Singh, S. (2018). Early warning system as a predictor for student performance in higher education blended courses. Studies in Higher Education,44, 1900–1911.
Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development,45(1), 65–94.
Jonassen, D. H. (2011). ASK Systems: Interrogative access to multiple ways of thinking. Educational Technology Research and Development,59(1), 159–175.
Jonassen, D. H., & Cho, Y. (2011). Fostering argumentation while solving engineering ethics problems. Journal of Engineering Education,100(4), 680–702.
Jonassen, D. H., & Hernandez-Serrano, J. (2002). Case-based reasoning and instructional design: Using stories to support problem solving. Educational Technology Research and Development,50(2), 65–77.
Jonassen, D. H., & Hung, W. (2008). All problems are not equal: Implications for problem-based learning. Interdisciplinary Journal of Problem-Based Learning,2(2), 6–28.
Jonassen, D. H., Beissner, K., & Yacci, M. (1993). Structural knowledge: Techniques for representing, conveying, and acquiring structural knowledge. New York: Psychology Press.
Ju, H., & Choi, I. (2017). The role of argumentation in hypothetico-deductive reasoning during problem-based learning in medical education: A conceptual framework. Interdisciplinary Journal of Problem-Based Learning,12(1), 4. https://doi.org/10.7771/1541-5015.1638.
Kim, K. (2017). Visualizing first and second language interactions in science reading: A knowledge structure network approach. Language Assessment Quarterly,14(4), 328–345.
Kim, K., & Clariana, R. B. (2015). Knowledge structure measures of reader’s situation models across languages: Translation engenders richer structure. Technology, Knowledge and Learning,20(2), 249–268.
Kim, H., & Hannafin, M. J. (2011). Developing situated knowledge about teaching with technology via web-enhanced case-based activity. Computers & Education,57(1), 1378–1388.
Kim, J., Jo, I.-H., & Park, Y. (2016). Effects of learning analytics dashboard: Analyzing the relations among dashboard utilization, satisfaction, and learning achievement. Asia Pacific Education Review,17(1), 13–24.
Kim, N. J., Belland, B., & Walker, A. E. (2017). Effectiveness of computer-based scaffolding in the context of problem-based learning for STEM education: Bayesian meta-analysis. Educational Psychology Review,30(2), 397–429.
Kirschner, P., & van Merriënboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist,48(3), 169–183.
Kirschner, P., Sweller, J., & Clark, R. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist,41(2), 75–86.
Kolodner, J. (1991). Improving human decision making through case-based decision aiding. AI Magazine,12(2), 52–68.
Kolodner, J. (1997). Educational implications of analogy: A view from case-based reasoning. The American Psychologist,52(1), 57–66.
Kolodner, J., Owensby, J., & Guzdial, M. (2004). Case-based learning aids. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology: A project of the Association for Educational Communications and Technology (2nd ed., pp. 829–861). Mahwah, NJ: LEA.
Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science Education,77(3), 319–337.
Kuiper, F. K., & Fisher, L. (1975). 391: A Monte Carlo comparison of six clustering procedures. Biometrics,31(3), 777–783.
Lachner, A., Jarodzka, H., & Nückles, M. (2016). What makes an expert teacher? Investigating teachers’ professional vision and discourse abilities. Instructional Science,44(3), 197–203.
Lajoie, S. P., Hmelo-Silver, C. E., Wiseman, J. G., Chan, L. K., Lu, J., Khurana, C., et al. (2014). Using online digital tools and video to support international problem-based learning. Interdisciplinary Journal of Problem-Based Learning,8(2), 60–75. https://doi.org/10.7771/1541-5015.1412.
Langfelder, P., Zhang, B., & Horvath, S. (2008). Defining clusters from a hierarchical cluster tree: The Dynamic Tree Cut package for R. Bioinformatics,24(5), 719–720.
Lazonder, A., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research,87(4), 1–38.
Lin-Siegler, X., Shaenfield, D., & Elder, A. D. (2015). Contrasting case instruction can improve self-assessment of writing. Educational Technology Research and Development,63(4), 517–537.
Lin-Siegler, X., Ahn, J. N., Chen, J., Fang, F.-F. A., & Luna-Lucero, M. (2016). Even Einstein struggled: Effects of learning about great scientists’ struggles on high school students’ motivation to learn science. Journal of Educational Psychology,108(3), 314.
Loyens, S., Jones, S. H., Mikkers, J., & van Gog, T. (2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction,38, 34–42.
Luo, H., Koszalka, T. A., Arnone, M. P., & Choi, I. (2018). Applying case-based method in designing self-directed online instruction: A formative research study. Educational Technology Research and Development,66(2), 515–544.
Musen, M. A., Middleton, B., & Greenes, R. A. (2014). Clinical decision-support systems. In E. H. Shortliffe & J. J. Cimino (Eds.), Biomedical Informatics (pp. 643–674). London: Springer.
Newell, G. E., Beach, R., Smith, J., & VanDerHeide, J. (2011). Teaching and learning argumentative reading and writing: A review of research. Reading Research Quarterly,46(3), 273–304.
Nussbaum, E. M., & Schraw, G. (2007). Promoting argument-counterargument integration in students’ writing. Journal of Experimental Education,76(1), 59–92.
Reiser, B. (2004). Scaffolding complex learning: the mechanisms of structuring and problematizing student work. Journal of the Learning Sciences, 13(3), 273–304.
Reynolds, A. P., Richards, G., de la Iglesia, B., & Rayward-Smith, V. J. (2006). Clustering rules: A comparison of partitioning and hierarchical clustering algorithms. Journal of Mathematical Modelling and Algorithms,5(4), 475–504.
Riesbeck, C. K., & Schank, R. C. (2013). Inside case-based reasoning. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.
Rong, H., & Choi, I. (2018). Integrating failure in case-based learning: A conceptual framework for failure classification and its instructional implications. Educational Technology Research and Development. https://doi.org/10.1007/s11423-018-9629-3.
Salinitri, F. D., Wilhelm, S. M., & Crabtree, B. L. (2015). Facilitating facilitators: Enhancing PBL through a structured facilitator development program. Interdisciplinary Journal of Problem-Based Learning,9(1), 73–82. https://doi.org/10.7771/1541-5015.1509.
Schafer, B., Frankowski, D., Herlocker, J., & Sen, S. (2007). Collaborative filtering recommender systems. In P. Brusilovsky, A. Kobsa, & W. Nejdl (Eds.), The adaptive web (pp. 291–324). Berlin, Heidelberg: Springer.
Schank, R. (1999). Dynamic memory revisited (2nd ed.). Cambridge, England: Cambridge University Press.
Schein, A. I., Popescul, A., Ungar, L. H., & Pennock, D. M. (2002). Methods and metrics for cold-start recommendations. In Proceedings of the 25th annual international ACM SIGIR conference on research and development in information retrieval (pp. 253–260). New York: ACM.
Schenke, K., & Richland, L. E. (2017). Preservice teachers’ use of contrasting cases in mathematics instruction. Instructional Science,45(3), 311–329.
Snapir, Z., Eberbach, C., Ben-Zvi-Assaraf, O., Hmelo-Silver, C., & Tripto, J. (2017). Characterising the development of the understanding of human body systems in high-school biology students—A longitudinal study. International Journal of Science Education,39(15), 2092–2127.
Tang, H., & Clariana, R. (2017). Leveraging a sorting task as a measure of knowledge structure in bilingual settings. Technology, Knowledge and Learning,22(1), 23–35.
Tawfik, A. A. (2017). Do cases teach themselves? A comparison of case library prompts in supporting problem-solving during argumentation. Journal of Computing in Higher Education,29(2), 267–285.
Tawfik, A. A., & Jonassen, D. H. (2013). The effects of successful versus failure-based cases on argumentation while solving decision-making problems. Educational Technology Research and Development,61(3), 385–406.
Tawfik, A. A., & Kolodner, J. (2016). Systematizing scaffolding for problem-based learning: A view from case-based reasoning. Interdisciplinary Journal of Problem-Based Learning,10(1), 6.
Tawfik, A. A., Jonassen, D. H., & Keene, C. W. (2012). Why do we fall? Using experiences of failure to design case libraries. International Journal of Designs for Learning,3(1), 1–11.
Tawfik, A. A., Gill, A., Hogan, M., York, C. S., & Keene, C. W. (2019). How novices use expert case libraries for problem solving. Technology, Knowledge and Learning,24(1), 23–40.
Valentine, K. D., & Kopcha, T. J. (2016). The embodiment of cases as alternative perspective in a mathematics hypermedia learning environment. Educational Technology Research and Development,64(6), 1183–1206.
Walker, A., & Leary, H. (2009). A problem based learning Meta analysis: Differences across problem types, implementation types, disciplines, and assessment levels. Interdisciplinary Journal of Problem-Based Learning,3(1), 12–43.
Wang, M., Wu, B., Kinshuk, Chen, N.-S., & Spector, J. M. (2013). Connecting problem-solving and ***knowledge-construction processes in a visualization-based learning environment. Computers & Education,68, 293–306.
Wijnen, M., Loyens, S., Smeets, G., Kroeze, M., & Van der Mollen, H. (2017). Students’ and teachers’ experiences with the implementation of problem-based learning at a university law school. Interdisciplinary Journal of Problem-Based Learning,11(2), 5. https://doi.org/10.7771/1541-5015.1681.
Wolff, C. E., Jarodzka, H., van den Bogert, N., & Boshuizen, H. P. A. (2016). Teacher vision: Expert and novice teachers’ perception of problematic classroom management scenes. Instructional Science,44(3), 243–265.
Woods, D. R., Hrymak, A. N., Marshall, R. R., Wood, P. E., Crowe, C. M., Hoffman, T. W., et al. (1997). Developing problem solving skills: The McMaster problem solving program. Journal of Engineering Education,86(2), 75–91.
Xiong, N. (2011). Learning fuzzy rules for similarity assessment in case-based reasoning. Expert Systems with Applications,38(9), 10780–10786.
Acknowledgements
The authors would like to thank Jon Davison for his helpful comments and feedback during the review process.
Funding
No funding is associated with this research.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
The authors declare that they have no conflict of interest.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Tawfik, A.A., Kim, K. & Kim, D. Effects of case library recommendation system on problem solving and knowledge structure development. Education Tech Research Dev 68, 1329–1353 (2020). https://doi.org/10.1007/s11423-020-09737-w
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11423-020-09737-w