1 Enhancing Case-based Learning Using Online Discussion Groups: Diversity of Practice

The online discussion is quickly becoming an important part of the educational environment, either as a part of distance education or used to support face-to-face or mixed delivery model coursework. The online discussion format has great potential for bridging the gaps that exist between pre-service and practicing teachers, and general and special education teachers, by utilizing computer-mediated discussion groups across times, locations, and student groups. The most valued aspects of online discussion groups are the accessibility to instructors and invited experts, the flexibility and the convenience of asynchronous participation, and inclusion of diverse participants and perspectives from multiple locations. To date there has been little research reported that provides direction for effective design and delivery of instruction using online discussions. Most universities leave the organization up to individual instructors using whatever online tools are available. Rationale for Discussion Groups Case-based instruction is a recent, popular alternative to traditional, teacher-directed instruction in special education teacher preparation (Anderson & Baker, 1999; Goor & Santos, 2002; McNaughton, Hall, & Maccini, 2001). A survey of the members of the Council for Exceptional Children TED Division found that 78 % of respondents had used case methods within the previous two years (Elksnin, 1998). A recent summary of 2 current practice in the use of case methods in special education teacher preparation programs stated that the greatest advantages to case methods of instruction are bridging the gap between theory and practice and developing students ’ problem-solving skill