Running head: CASE STUDY ANALYSIS 4

EDCI 672

Case Study Analysis 4: Lindsey Jenkins

Danielle L. Moffat

Purdue University

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Case Study Analysis 3: Lindsey Jenkins
Key Stakeholders and Their Primary Concerns

The Linsey Jenkins case study revolves around a course redesign pilot project aimed to
amend the format of two courses to place an emphasis on enhancing critical thinking skills through
the use of case-based learning (CBL) with the aim of improving student performance and learning
experience satisfaction as well as institutional performance in terms of meeting external
accreditation standards to a high level. It is intended that the pilot project will pave the way for an
institution wide-curriculum redevelopment. The key stakeholders in relation to the course redesign
pilot project, namely those individuals and groups who have a direct interest in and/or may be
affected by the project outcomes, are set out in the following table:
Table 1
Stakeholder Groups, Individual Stakeholders and Stakeholder Interests
Stakeholder Group
Individual Stakeholders
Interests
Project Sponsor/Instructional
Improving Brooks Health Science
Designers Direct Report:
Center Schools percentile rank in
National Council Licensure
Barbara Miller, Associate Dean
Examination (NCLEX),
of Academic Affairs for
particularly in the content area of
Brooks Health Science Center
physiological adaptation which has
School
steadily dropped over the past 3
years improving institutional
performance and reputation.
Increasing students satisfaction
Client
with the quality of their education.
Redesigning current school
curriculum in order to focus on
enhancing students critical
thinking skills through the use of
CBL reflective of real-world
scenarios improving student
performance.
Concerned with producing
evidence of improvement in order
to assist argument for institution-

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Instructional Designer:

Lindsey Jenkins for Brooks

Health Science Center School
of Nursing (SON)

Designer

Professor Gina Smith

SMEs

Professor David Cunningham

wide adoption of CBL

evaluation.
Ensuring that the project takes
place within the projected
timeframe, planning from this
Spring to Fall and pilot in Spring
and Fall semesters.
Given that she is new to the
institution, establishing her
reputation and credibility through
success in the project.
Time management ensuring that
the project plan is in keeping with
the timeline.
Overcoming the design challenges.
Persuading faculty members of the
efficacy and usefulness of casebased learning gaining support for
the project from those involved in
implementation.
Providing pedagogical support.
Ensuring that adequate
technological infrastructure and
support is in place to achieve project
goals.
Teaches Acute and Chronic I, one of
the pilot courses. She has an MS in
Nursing and a PhD in Higher
Education. She will be in the
position to assist Lindsay with
content and pedagogical expertise in
respect of developing case studies
for the course in question.
Innovation-orientated she has
already started to implement CBL in
her existing course following
attendance at the CBL professional
development faculty workshop.

Teaches Acute and Chronic II, the

other pilot course. She has an MS in
Nursing. He has also received
numerous teaching awards during
his tenure at SON. He will be in the
position to assist Lindsay with
content and pedagogical expertise in

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Junior nursing students

undertaking Acute and Chronic
I at SON

Target Audience
(Learners)

Senior nursing students

undertaking Acute and Chronic
II at SON

Other Stakeholders

Jason Huang, Instructional

Technology Specialist for
Brooks Health Science Center
School

respect of developing case studies

for the course in question.
Satisfaction with the quality of their
education.
Increased support from and contact
with their professors.
Increased interaction with their
peers during learning.
Passing the board exams.
Instructional content that is relevant
and will assist them to in
understanding how to deal with realworld problems.
Can assist Lindsey with assistance
in development and provision of
project support on the technological
side, although he is overwhelmed
with the current level of his
workload and therefore this may
only be limited.

ADDIE Model Phase

Lindsey has gained a clear understanding of a number of important analysis considerations
from her initial meetings with Barbara, the professors and educational technology specialist during
which she gained insight in to the specific problems and needs that the redesign pilot program
project aims to address, the remit of the project and its constraints, the target learners and the
instructional goals. Accordingly, it can be said that the [ADDIE Analysis] process of defining
what is to be learned is now more or less complete although it may need to be revisited during a
subsequent iterative cycle of or within the design process (MGriff, 2000, p. 1).
McGriff (2000) defines the ADDIE Design process as the process of specifying how [what
is to be learned] is to be learned including the writing of objectives and test items, sequencing the
instruction and selecting a delivery mechanism (p. 1). The pilot project involves the redevelopment of two extant courses with defined syllabi, content (including assessment
instruments) sequenced in to modules and course materials. The instruction is predominantly
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delivered online via Brooks Health Science Center Schools course management system although
there are also 6 face-to-face sessions during the course. It therefore appears that most of the Design
phase considerations have been addressed. However, while Gina has a clear plan of where to
embed the CBL scenarios within the course structure of Acute and Chronic I, David remains unsure
on this point. This represents a Design phase consideration because it related to the sequence of
the instruction.
McGriff (2000) explains that the Development phase is signaled by authoring and
producing of materials including the instruction, all the media that will be used in the instruction,
and any supporting documentation (p. 1, p. 2). Lindsey is presently working with the SMEs to
develop the content and form of the CBL exercises that will be embedded in the existing courses.
Lindsey has also been tasked with developing assessments aimed at evaluating improvements in
the critical thinking skills of students participating in the pilot courses. Accordingly, it can be said
that the pilot project is presently predominantly in the ADDIE Development phase.
Key Instructional Design Challenges
Designing and developing an interactive CBL framework capable of institution-wide
application. In the first instance, Lindsey has been tasked with assisting Gina and David in
redesigning their current courses with a CBL approach in order to improve students critical
thinking skills in line NCLEX accreditation standards. In due course, it is intended that the CBL
format will be implemented institution-wide. Accordingly, it will be important for Lindsey to
develop a clear CBL framework capable of being utilized by all faculties. The concerns that David
has expressed regarding being unsure about where to incorporate the CBL case study elements in
to his existing course and finding the time to write the case studies highlight the need for such a

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framework to assist instructors in developing cases and embedding a CBL approach within their
existing courses.
It is clear from the student evaluation documents and Ginas comments regarding student
participation in online activities that a key design challenge for Lindsey will be in devising a CBL
framework incorporating exercises and activities that successfully enhance student-student and
student-professor interactions in a way that promotes critical thinking skills.
Developing assessment strategies aimed at demonstrating improvements to
participating students critical thinking skills that are appropriate to CBL. Lindsey has been
tasked with providing evidence of improvements achieved as a result of the redesign project,
particularly in relation to students critical thinking skills. At present assessments take the form of
a quiz administered at the end of each module which represents an inadequate format for evaluating
learning gains in respect of critical thinking skills. Developing assessments providing such
evidence that are appropriate to the CBL approach will be a critical challenge for Lindsey.
Case Specific Challenges
Large class sizes. Both Gina and Davids class comprise approximately 120 students
which creates an issue regarding the professors ability to engage in interactions with their
students. Particularly, Lindsey has noted that numerous students forum posts regarding course
assignment requirement deadlines and deadlines remained unanswered. Gina has also explained
that the large class sizes make it impossible for her to review all of her students work or provide
more than a participation grade. This in turn has resulted in student evaluations providing lower
than average satisfaction results in respect of course interactivity and instructor responsiveness. It
will be a challenge of Lindsey to develop CBL exercises that successfully enhance student-student
and student-professor interactions in this context.

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Technological constraints. Jason has made it clear that he is unable to provide IT support
to instructors going beyond the use of the course management system. In particular, he has
indicated that it will simply be impossible to support to use of free third party software. It also
appears from his comments regarding the volume of IT requests, some of which are trivial, as well
as the fact that David is uncertain about the use of Wikis, that instructors will require direction in
how to properly use online teaching instruments.
Prioritization of ID Challenges and Case Specific Constraints
Given that the assessments will be built in to the CBL framework it is suggested that both
of the design challenges should be dealt with together. The case specific challenges are integral
to the development of the CBL framework as they will both inform its overall structure as well
as the form of the learning activities, exercises and assessments it incorporates. As such they will
remain key considerations that Lindsey should keep in mind as she devises the CBL framework
and assessment strategy together.

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Reasonable Solutions

Table 2
Proposed Solutions, How They Address Challenges and Case Specific Constraints, Pros & Cons
Solution
#

Possible Solution

Series of mini-case studies

developed by course
instructor on the basis of
their own experience. 1 full
case study for final
assessment. Lindsey to
assist.

Design Challenge
and Case Specific
Constraints
Interactive CBL
framework

Wiki function to be provided

for in course management
system instructors to be
provided training in how to
use wikis effectively.
Mini-case studies to address,
in order:
1. identification of patient
condition;
2. identification and
prioritization of health care
needs;
3. development of a care
plan; and

Assessment strategies

How Does It Address

the Design Challenge
and Case Specific
Constraints

Pros

Cons

CBL approach set out is

capable of being
exported to other
faculties it provides a
modifiable framework.
Interaction enhanced
through use of
collaboration exercises
and student feedback on
each others
contributions. Instructors
interact in forum
discussions and through
providing group
feedback.

Classes are divided up in

to smaller groups which
will enable to instructor
to provide feedback and
engage in discussion
facilitation more easily.

Large amount of
preparation time required
by instructors in
preparing 4 mini case
studies, 4 accompanying
round-up narrated
PowerPoints and
quizzes, 1 full case study
and accompanying final
assessment.

The format provides for

group assessment on 2
different occasions per
group. Individual
contributions can be
analyzed in both the wiki
exercises and feedback
forum discussions during
course evaluation.

Provision of clear
instructions will reduce
the number of
assignment details and
deadline queries posted
by students.

Students only deal with

whole case study
scenario in final
assessment. Mini-case
studies only deal with
one aspect of clinical
process and therefore
students have limited
experience of real-world
application from start to
finish.
Quizzes and final
assessment not exactly

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4. evaluation of care plan

effectiveness.
Mini-case studies to be
administered at appropriate
juncture within current
instruction following
provision of preparatory
learning and pre-readings.

Individual grades from

online quizzes following
each mini-case study can
be compared to final
assessment grades to
show improvement.
Large class sizes

Classes are divided into

groups of more
manageable size.
Students take
responsibility for
learning and assessment
by providing feedback to
each other. Instructors
more to give more
interaction on a grouplevel.

Technological
constraints

Wiki functions are

provided for in the
course management
system, avoiding the use
of free third party
software and training is
provided to instructions
in their use to reduce IT
support requirements.

Class to be divided in to 12
teams of 10 for each minicase study. Clear exercise
instructions to be provided.
Teams to be paired 6 teams
work together in individual
team Wikis to answer
enquiry-based questions
related to mini-case study in
question. Final answers to be
posted in to group designated
discussion forums by
deadline. Group grade with
instructor feedback.
Other 6 team members then
consider responses and
provide feedback by further
deadline. Individual
participation grade.
Instructors to facilitate forum
discussions, asking directed
questions, i.e.:

comparable for
evaluation purposes.

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Team 1 wiki responses and

final posting
Team 2 feedback on Team
1.
Team 3 wiki responses and
final posting.
Team 4 feedback on Team
3. Etc.
Final instructor feedback
provided in round-up
narrated PowerPoint.
Particularly drawing
attention to points relevant to
board exams. Online quiz
requiring individual
responses to critical thinking
questions related to minicase study issues to be
administered following
round-up session. Individual
grades.
Team roles to be swapped
for next mini-case study.
Final assessment case study
administered to individual
students at end of Fall
semester time constrained
electronic assessment,
responding to questions
aimed at gauging critical
thinking. Individual grades.

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CASE STUDY 4
2

2 relevant real-world cases

identified through literature
review and adapted for
course use. Lindsey to assist.

EDCI 672
CBL framework

Wiki function to be provided

for in course management
system instructors to be
provided training in how to
use wikis effectively.
One case to be addressed per
semester. Each case to
represent an unfolding
scenario relating to a
particular patient. Inquirybased exercises,
administered at appropriate
juncture within current
instruction following
preparatory learning, to
address, in turn:

Assessment strategies

Exercise 1: identification of
patient condition;
Exercise 2: identification and
prioritization of health care
needs;
Exercise 3: development of a
care plan; and
Exercise 4: evaluation of
care plan effectiveness.
Further case study
information to be revealed

Large class sizes

CBL approach set out is

capable of being
exported to other
faculties it provides a
modifiable framework.
Interaction enhanced
through use of
collaboration exercises
and student feedback on
each others
contributions. Instructors
interact in forum
discussions and through
providing group
feedback.
The format provides for
group assessment on 8
different occasions per
group. Individual
contributions can be
analyzed in both the wiki
exercises and feedback
forum discussions during
course evaluation.
Individual grades from
end of semester tests in
Spring and Fall can be
compared to show
improvements.
Classes are divided into
groups of more
manageable size.
Students take
responsibility for
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High level of student

interaction in a variety of
different forms group
collaboration work in
wikis, individual
contributions in
responses to forum
discussion points and
feedback on the same.
Students have the
opportunity to work
through 2 whole case
study scenarios reflecting
real-world further case
study details are revealed
to them as time goes on
as would occur in a
practice situation.
End of semester
assessment results are
directly comparable for
evaluation purposes as
they take the same form.
Time saved by using
only 2 case studies and
adapting rather than
writing from scratch.

Larger number of
students in each group.
May make facilitation of
discussions more
difficult for instructors as
each forum will have a
potentially large number
of responses.
May be less engaging
due to the fact that the
case studies are based on
literature rather than the
instructors own
experiences.
Feedback is in the form
of text rather than
narrated PowerPoint.
While this may be useful
material for exam
preparation, its likely to
be less engaging.

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and pre-readings
administered in advance of
each exercise story
building. Clear exercise
instructions to be provided.
Class to be divided in to 8
teams of 15 students. Teams
to work together to solve
each exercise in a team wiki
by specific deadline. Group
grade with instructor
feedback.
Teams then paired in to 4
discussion forums (30
student participants per
forum) where they will
provide individual responses
to further critical thinking
discussion points posed by
instructor, and feedback on
each others responses by
further deadline. Instructors
to facilitate forum
discussions. Individual
participation grade.

learning and assessment

by providing feedback to
each other. Instructors
more to give more
interaction on a grouplevel.
Technological
constraints

Wiki functions are

provided for in the
course management
system, avoiding the use
of free third party
software and training is
provided to instructions
in their use to reduce IT
support requirements.

Model exercise responses to

be posted by instructor in
text form with indications of
information important for
board exams.
End of semester time
constrained electronic
assessment, responding to
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questions aimed at gauging

critical thinking. Individual
grades.
Format to be repeated in Fall
Semester with final
assessment based on second
case study. Individual time
constrained electronic
assessment responding to
questions aimed at gauging
critical thinking and based on
board exams. Individual
grades.

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Recommendations
It is recommended that Lindsey employ the CBL framework and assessment strategy set
out in Solution 2 above.
The CBL framework is based on the format utilized by Swanson, Zeller, Keithley, Fung,
Johnson, Suhayda, Phillips & Downie (2012) in their study relating to the use of case-based online
modules to teach graduate-level nursing students which found that the use of case studies involving
an unfolding scenario relating to patient diagnosis and treatment resulted in improved retention of
target instructional information than traditional teaching techniques.
It has been this writers own experience in engaging in case-based learning in this EDCI
672 course that high levels of interaction between students in social learning activities works to
expand a learners conceptual understanding of the instructional material being covered through
engagement with multiple viewpoints which act to challenge beliefs and ideas. Accordingly,
Solution 2 aims to maximize student communication through the use of a number of different
activities aimed at promoting discussion and knowledge sharing. In particular, the use of wiki
group exercises is recommended as a means by which to encourage higher order thinking required
to develop critical thinking skills through collaborative communication (Gomes & Sousa, 2013).
Provision for wiki functions within SONs course management system as well as training in the
effective use of the same by instructors will help to overcome the technological constraints
identified above.
The division of large classes in to smaller groups is recommended in order to facilitate
more meaningful discussion between group members as well as to ensure higher levels of
instructor engagement with students, albeit generally on a group rather than individual basis. Gina
expressed issues with students failing to engage fully in forum discussions. It is accordingly
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recommended that students are provided with clear instructions regarding expected levels of
interaction in respect of the various interactive learning activities set out. Macdonald (2005) points
out that many lecturers claim that their students are unwilling to do any work unless it is being
assessed, by which they often mean that it is awarded a grade. It is accordingly suggested that
achievement of group and participation grades be made contingent on students adhering to those
expected levels of interaction.
It is recommended that the final instructor feedback on the case studies be provided in the
form of a model answer in printable text form in order to act as a revision resource for the board
exams. It is suggested that this format can be made more engaging by means of using hypertext
within the body of the document linking to relevant and useful further resources such as the
websites of medical authorities, definitions, instructional videos, etc.
Finally, with regards to assessment of improvement in students critical thinking skills as
a result of embedding CBL in the existing pilot courses, it is recommended that individual end of
semester electronic tests of identical format be administered following completion of each case
study analysis in order to discern the level of each students critical thinking abilities. In order to
assist the students with exam preparations the content of the tests should be based on that which
they could expect to encounter in the board exams. Comparison of Spring and Fall semester test
results will reveal the extent to which improvements have been achieved.

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References

Ge, X. & Huang, K. (2014). Lindsey Jenkins. Piloting case-based learning in a blended learning
nursing curriculum. In Ertmer, P. A., Quinn. J. & Glazewski, K. D. (Eds.), The ID
Casebook: Case Studies in Instructional Design (136 145). Boston: Pearson.
Gomes, R. & Sousa, L. (2013). Teaching and learning through wikis in higher education.
International Journal of Information and Education Technology, 3(6), 627-633.
Macdonald, R (2005). Assessment strategies for enquiry and problem-based learning. In Barrett,
T., Labhrainn, I. M. & Fallon, H (Eds.) Handbook of Enquiry and Problem-Based
Learning: Irish Case Studies and International Perspectives (85 93). Galway, Ireland:
CELT.
McGriff, S. J. (2000). Instructional systems design (ISD): using the ADDIE model. Retrieved
from https://www.lib.purdue.edu/sites/default/files/directory/butler38/ADDIE.pdf
Swanson, B, Zeller, J. M., Keithley, J. K., Fung, S. C., Johnson, A., Suhayda, R., Phillips, M. &
Downie, P. (2012). Case-based online modules to teach graduate-level nursing students
about complementary and alternative medical therapies. Journal of Professional Nursing,
28(2), 125-129.

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