Case-Based Learning for Anesthesiology: Enhancing Dynamic Decision-Making Skills through Cognitive Apprenticeship and Cognitive Flexibility
Gila Kurtz, Hagit Meishar‐Tal, Efrat Pieterse · 2013
Though interaction is a critical component of the online learning process, it is a challenging task to promote an effective interaction that serves the collaborative educational process. Studies conducted on the use of course sites in higher education show that the use of these environments is usually limited to a one-way mediated communication from the professors to students by posting course materials and announcements ( Coats, James, & Baldwin, 2005 , Nachmias & Ram, 2009 , Shemla & Nachmias, 2007 ). These studies suggest that course sites are usually used in an instructor-led lecture-based format and less in innovative ways, engaging students in collaborative activities and knowledge building through interpersonal interaction. The reasons for that phenomenon is partly related to the instructors’ competencies and pedagogical background, and partly to the course site structure and the way it influences the learning dynamics occurring within its boundaries (Dillenbourg, Schneider, & Synteta, 2002).