Designing Technology-Mediated Case Learning in Higher Education (eBook)

This book collects case studies in design and application of technology-mediated case-based learning models in higher education. It provides a much-needed, updated synthesis of recent research and application of technology-mediated case-based learning across disciplines within higher education. The book does not only provide a broad perspective and deep understanding on the designs and instructional applications of technology-mediated case-based learning models, but also inspire more interest in adopting or inventing new situated case-based learning models in the context of higher education.

Dr. Choon Lang Gwendoline Quek is an Associate Professor in the Learning Sciences and Assessment Academic Group (LSA AG), National Institute of Education, Nanyang Technological University in Singapore. Her research interests include pedagogical innovation, learning environments, classroom interactions, and technology-enhanced project-based learning. Her principal interest is in science education. Gwendoline's research comprises three main strands: 'Analysis of Classroom Interactions across subject areas, with and without technology', 'Psycho-social Perspective of Pedagogy related to Educational Uses of Digital Technology' and 'Impact of Teacher Professional Development and Learning using Digital Technology'.

She has conducted several funded research projects on Student-Centred Learning, Teacher-Generated Classroom Cases and Future Schools, among others. She conducted collaborative research with overseas partners on the Use of Video Conferencing to foster Interactive Teaching and Inquiry-Based, Collaborative Learning in Schools and In-Service Teacher Education. She has also used digital videos to document, analyse and develop teachers' instructional strategies for mediating the use of technology to enhance teaching and learning. Her latest funded research on classroom innovation includes the use of VR-supported feedback for classroom presentations and improvement for adult learning.

Dr. Qiyun Wang is a tenured Associate Professor of the Academic Group of Learning Science and Assessment, National Institute of Education, Nanyang Technological University, Singapore. He obtained his PhD from the University of Twente, the Netherlands in 2001, and Master's and Bachelor degrees at East China Normal University, Shanghai. He is now the Programme Leader of PhD and Master by Research.

His research areas include blended learning, technology-supported blended synchronous learning, educational design-based research, and technology-enhanced learning environment design. He has been actively involved in many educational research projects, and currently is a PI of the funded research project Promoting and Monitoring the Cognitive Engagement of Online Students in the Blended Synchronous Learning Environment' (2021-2024).

He has won various international recognitions, and in 2021, was ranked a top 2% researcher worldwide in a report compiled by Stanford University and Elsevier, and number 7 most productive educational researcher in Southeast Asia in a study published in the journal Educational Review. To-date, he has published more than 30 articles in SSCI-indexed journals and edited 3 academic books. He is the Editor-in-Chief of the International Journal of Social Media and Interactive Learning Environments and an Associate Editor of International Journal of Continuing Engineering and Life-Long Learning. He is also serving as an editorial board member and a reviewer of several international journals, and a guest editor for more than 10 special issues in international journals. He has also been a conference executive chair and co-conference chair of international conferences.

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This book collects case studies in design and application of technology-mediated case-based learning models in higher education. It provides a much-needed, updated synthesis of recent research and application of technology-mediated case-based learning across disciplines within higher education. The book does not only provide a broad perspective and deep understanding on the designs and instructional applications of technology-mediated case-based learning models, but also inspire more interest in adopting or inventing new situated case-based learning models in the context of higher education.