Overview of Using Vignettes to Develop Higher Order Thinking and Academic Achievement in Adult Learners in an Online Learning Environment

Abstract

This case study investigated the use of vignettes as a teaching strategy and learning activity of the Generative Learning Model in a hybrid online course. The Generative Learning Model, which consists of five main components: attention, motivation, knowledge, generation, and metacognition (Wittrock, 2000), was incorporated when requiring students to answer teacher-generated vignettes and to generate their own vignettes. As a result of using vignettes within the Generative Learning Model in a hybrid online course, two outcomes were anticipated: 1) enhancement of academic achievement and 2) higher order thinking . This study considered data from student work collected from the Instructional Techniques Course, GITED 631, taught in the Graduate School of Education at Duquesne University, Pittsburgh, Pennsylvania, in the fall of 2003. Eight participants responded to teacher-generated vignettes, created diagrams and rubrics, created their own vignettes, and recorded their thoughts concerning vignettes in reflective learning logs. This research indicates that the use of teacher-generated vignettes can increase academic achievement, and that learner-generated vignettes can help students achieve higher order thinking.