Creating and Sharing Multimedia Cases for Authentic Learning

Abstract

Case-based learning has been used to facilitate authentic learning because cases include real-world contexts and support solving complex and ill-structured problems. Although cases can be used in multiple ways for authentic learning, previous studies had limitations in exploring how students create and share their own cases. The purposes of this study were to investigate student perceptions of creating and sharing multimedia cases and to explore characteristics of student-constructed cases. A total of 18 graduate students participated in the study as part of their coursework in an educational technology course at a university in South Korea. Participants created video or photo-and-text cases through applying their knowledge, which was acquired from a lecture, to real-world contexts. The multimedia cases were shared in an online platform and then discussed in small groups at a classroom. Students perceived that the multimedia case activity was helpful in developing a deeper understanding, collaboratively building knowledge, facilitating intrinsic motivation, and improving their digital competencies. This study also found that student-constructed cases included diverse and real-world contexts and showed individual differences in understanding learning contents and using knowledge in situ. These findings imply that students should be encouraged to create and share their own multimedia cases for authentic learning and deeper understanding.