A Case Study of the Use of an Instructional Task for Better CBI

Abstract

As increasing numbers of CBI courses are being offered at colleges, there is an urgent need for more information on effective instructional tasks for better CBI. The present study reports the use of an instructional task called Course Discussion Strategies (CDS), which was one of the primary organizing tools in two college CBI courses. CDS required the students to complete one of the six assignments each week and to have small group discussions in the class. This study first provides a detailed description of the characteristics of CDS. It then describes how the students perceived CDS and also CBI. Data were collected through questionnaires, interviews, and document collection. The data analysis showed that the students valued CDS in many aspects, including a better understanding of the course content, smooth link created between readings and lectures, enhanced familiarity with the classmates, active construction of knowledge, and provision of novel ways of exploring and expressing ideas. The students also showed pretty positive reaction to CBI, as reflected in reduced anxiety about CBI and high likelihood of taking more CBI courses in the future. Based on these findings, the present study offers suggestions and considerations for better implementation of CBI.