Effects of success v failure cases on learner-learner interaction
Abstract Studies have found that students struggle to challenge their peers and engage in co-construction of knowledge when in asynchronous problem-based learning (PBL) contexts. In other settings, case libraries have been shown to support problem solving competencies, such as argumentation and problem representation. However, research has yet to study how the design and types of cases impact learner-learner interaction. To accommodate that gap, this study used content analysis and sequential analysis to ascertain how learner interaction differed when participants had access to success- and failure-based case libraries. Results found the failure-based condition had higher overall number of postings and differed in terms of the number of elicitations and planning (meta) interactions. Finally, results of the sequential analysis indicated participants in the success-based condition were more likely to begin planning their final assignment earlier, while the failure condition was more likely to continue engaged in collaborative problem-solving with their peers. Given these differences, the findings suggest failure-based cases may serve as a catalyst for learner-learner interaction when compared with success-based cases. Implications for practice, case-based reasoning, and failure-driven memory theory are discussed.