Similarities & differences…
The two learning models presented, case-based and cognitive flexibility, share a number of characteristics including: context-based learning; a focus on problem-solving and decision-making skills; and incorporation of cases. Both models seem more suited to instruction of advanced subjects. There was frequent reference in the readings to use of these models in learning for professions (e.g., medicine, law, teaching, business, etc.).
There are some distinct differences between the two approaches. The case-based methods have a distinct, linear process (e.g., defining the problem, collecting and analyzing the data or facts, identifying potential solutions, analyzing the pros and cons, and deciding upon a final solution.)
The cognitive flexibility model also analyzes complex problems, but does not do so in a linear approach like case-based learning. The non-linear, less structured approach of the cognitive flexibility model is intentional, with the thinking that the student will be better able to adapt and transfer the new knowledge learned to new situations. Jacobson & Spiro identify the following problems with learning complex material by traditional methods that they feel are overcome with the cognitive flexibility approach: oversimplification and compartmentalization of knowledge, and a focus on memorization. Jacobson & Spiro reported how cognitive flexibility approaches led to improved ability to transfer knowledge.
Learning Objects are different from both of the above, because they are flexible content resources for the online environment, but they are not instructional models.
Initial reactions…
Personally, I have had a lot of exposure to case-based learning and feel one of the most useful aspects is that the student learns a methodical process by which to approach and solve complicated problems. The process really sticks with you and is very adaptable to complex problems in many different fields.
The cognitive flexibility approach seems to be similar to learning that occurs while doing original research for a masters or PhD. There is a lot of relatively unstructured searching and learning in order to develop a framework within which the problem can be solved.
Barriers…
One main downside mentioned for case-based reasoning is that if inappropriate cases are chosen as the basis for solving a new case, this will result in an inappropriate solution. This is where instructor intervention is needed.
I am not a huge fan of the ill-structured environment of the cognitive flexibility approach, but I do see its value in terms of learning that is readily adaptable to new and different situations. However, I do wonder if this method could actually lead to over-complication and confusion in some situations. It seems like instructor guidance is particularly crucial for this method to be effective.
Learning objects seem to have great potential as flexible, reusable content resources for online learning. Some of their barriers include the question of quality, the need for financial resources to create, and possible loss of contextual learning.
Use of the models…
I frequently use case-based learning methods. The students learn to solve a realistic problem and usually they are intrigued by the stories presented in the cases. I think this is a very engaging way to present content. In teaching pharmacy technology students, I will often use case studies that involve a medication error and they will analyze the problem, why it occurred and how it could have been prevented. Studying a case where a patient dies as a result of a pharmacy error, really hits home.
High quality learning objects are a resource that I would definitely use and I hope will increase in availability.
Web-based tools or resources…
The case-based and cognitive flexibility models are very adaptable to online environments and probably more effective when presented this way. Links to many resources (websites, graphic, video, etc.) can be provided from a single point, simplifying presentation. Cases can be presented more realistically using video instead of text.
Learning objects can utilize text, embedded video, voice, animation and online assessment (Pro-profs, etc.)
