Promoting case indexing in case library learning: Effects of indexing prompts on self-explanation and problem solving

Abstract

In case library learning, an instructional method that promotes case-based problem solving, learners often struggle with indexing cases. Poor case indexing may hamper retention and retrieval of cases, hindering the construction of mental libraries in learners. To address this issue, the authors developed two indexing prompt types, explanation-based and difference-based, and explored their effects on self-explanation and problem solving in case libraries. A total of 105 students across three sections of a career development course participated in the study. Each section was assigned to one of three conditions: explanation-based indexing, difference-based indexing and no indexing prompt. Both indexing prompts facilitated self-explanation, which elaborated corresponding aspects of cases on which the prompts mainly focused. In arguing for a solution, learners relied more heavily on domain knowledge regardless of prompt types. However, both indexing prompt groups outperformed the control group in rebuttals. The authors discussed the theoretical and practical implications of the study. Lay Description What is already known about this topic Implications for practice and/or policyWhat this paper adds A case library learning is a favorable learning environment that delivers authentic decision-making problems and facilitates argumentation skill acquisition. Learners often struggle with indexing cases without sufficient guidance, and subsequently, have difficulties in retrieving and reusing the cases to solve problems. Promoting high-quality self-explanations has been proved effective in learning from cases and improving subsequent problem-solving. Indexing prompts that direct learner's attention to either anomalous or different features between cases can foster self-explanations that elaborate the corresponding aspects of cases on which the prompts focused. Learners in case libraries tend to rely more heavily on domain knowledge they could gain from instructional materials than direct lessons from the cases. Learners who engage in indexing cases with prompts can construct their argumentation better by rebutting well for their contentions. Prompting self-explanations on anomalies, differences, or similarities between cases can maximize the benefits of case-based learning environments. ICase libraries will demonstrate the full potential when learning materials that contain domain knowledge related to the case lessons are incorporated into the case libraries.