Case Teaching Method Research Articles

“Online + Offline” Course Teaching Based on Case Teaching Method: A Case Study of Entrepreneurship Education Course

Effective entrepreneurship education can not only cultivate students’ entrepreneurship awareness and inspire entrepreneurial potential, but also set up an entrepreneurial foundation and form entrepreneurial practice, but the current teaching system doesn’t have strong timeliness, due to the high interest of students and lack of rich teaching methods and means by college teachers. Taking “online + offline” entrepreneurship education courses as an example, an “online + offline” teaching mode based on case teaching method was developed in this paper. Based on curriculum theory, the author identified the attractive quality and must-be quality of this course by fully understanding students’ needs in the learning process of “online + offline” courses, and designed a questionnaire on the needs for the learning support services of “online + offline” course products, to understand the satisfaction degree of students corresponding to each need. At the same time, combined with the characteristics of the “online + offline” courses, by reference to the evaluation criteria of DEMATEL-ANP, course mentoring, communication, final exam, subtitles and video effect were taken as key indicators, to build an evaluation system to be used in this mode. Finally, the teaching practice proves that this mode can better increase students’ learning interest, expand the teaching content of entrepreneurship education course and improve students’ satisfaction with this course.

Design and Practice of Case Teaching Method in Fieldbus Principle and Application Course

Fieldbus Principle and Application is an optional course for graduate students majoring in Control Science and Engineering. In order to stimulate students' interest in learning, improve students' practical ability, and cultivate students' sense of teamwork and innovation, case teaching method is introduced into the teaching of this course. This paper expounds the necessity and feasibility of introducing case teaching method, the implementation process of case teaching method and the results achieved.

Research on Case Teaching Method of Database System Based on Pragmatism Educational Thought

This paper, guided by pragmatism education thought and combined with the characteristics of “database system” course, constructs a teaching model based on case teaching method. We put forward a more effective supporting system model, and uses rich teaching methods. It means to make the whole teaching link more perfect and reasonable. Practice shows that this teaching method not only improves students’ theoretical level and practical operation ability, but also greatly arouses students’ enthusiasm.

The Application of Case Teaching Method in Computer English Teaching under OBE Mode——Taking College English Blending Teaching of Hetao College as An Example

This article takes college English blending teaching in Hetao College as an example to analyze the concept of case teaching method under OBE mode. The author combines the application value of the case teaching method under the OBE mode and the current research on the current situation of computer English teaching to decompose the learning task. This article studies how to choose suitable teaching cases, how to guide students do well teamwork, how to improve the comprehensiveness of the assessment system, and how to reverse design the curriculum system. The author’s purpose is to enhance the effectiveness of college English classroom teaching and enhance students’ comprehensive learning ability.

Application of Case Teaching Method in Computer English Teaching under OBE Mode

The author of this paper analyzes and studies the problems in the current computer English teaching. At the same time, this article also discusses the application strategy of case teaching method in computer English teaching under OBE mode. Therefore, the method proposed by the author in this article can improve the teaching efficiency and teaching level of computer English to a certain extent.

Offering the “Sociological Eye” to Examine Ethical Egoism at an Illustrative Homeless Shelter for Men: A Pedagogical Exercise

This is an exploration into the philosophical realm of misplaced ethics at an illustrative homeless shelter where human service practitioners should be keeping better focus on delivering services to destitute men in a large industrial city. The question raised is whether or not the cause of the ethical egoism seen there, that results in problems typical of homeless shelters around the world, is structurally based. The problems result in mistrust of the shelter and a diminishment of services to a vulnerable population. Sociologically framed questions serve as a tool for the use of the case method of teaching.

Application and Practice of Case Teaching in Environmental Monitoring Course

The research supported by a Project Funded by the brand professional project form Yancheng teachers college (2016) and the teaching reform and practice of medicinal chemistry (2018YCTUJGY006) and the Flagship Major Development of Jiangsu Higher Education Institutions”(PPZY2015B113) 。 Abstract The environmental monitoring course is a practical and comprehensive university environment related strong professional required courses. In this paper, case teaching method applied in the teaching process of environmental monitoring course, which provides a wide value space for the development of practical ability of environmental undergraduates, and at the same time Narrows the gap between theory and practice, facilitates the comprehensive application of environmental professional knowledge to solve environmental problems, and provides an effective way for the diversification and independent innovation of environmental undergraduates. The results show that case teaching can stimulate students' interest in learning, activate classroom atmosphere, and improve students' ability to analyze and solve practical environmental monitoring problems. Keywords: Case teaching; Environmental monitoring; Teaching practice DOI : 10.7176/JEES/9-11-11 Publication date: November 30 th 2019

Application of problem-based learning mode combined with case teaching in in-service training of junior nurses

Objective To investigate the application of problem-based learning mode combined with case teaching in in-service training of junior nurses. Methods From January 2015 to August 2017, 30 junior nurses working in department of traditional Chinese medicine of this hospital were divided into observation group and control group according to in-service training plan, 15 cases in each group.The control group used traditional Green Hands Guided by Old Hand training mode, and the observation group used problem-based learning mode combined with case teaching method for training.The two groups received the in-service training for a period of 3 months.The examination results of nursing ability of traditional Chinese medicine, the superior rate of examination results, attitude towards training and patient satisfaction with nursing of two groups were compared. Results ① The evaluation results of TCM nursing ability: the scores of TCM theory, the routine of TCM nursing, the operation of TCM nursing, the application of four diagnosis methods, the establishment of TCM nursing diagnosis, the determination of TCM nursing plan, the implementation of TCM nursing measures, the humanistic care and accomplishment of the observation group were higher than those of the control group, and the differences were statistically significant(P<0.05). ② The superior rate of examination results: the superior rate in the observation group was 93.33% (14/15), higher than that in the control group 60.00% (9/15), and the difference was statistically significant(P<0.05). ③ Attitude towards training: the value of patients very interested in training in the observation group was 80.00% (12/15), which was higher than that in the control group 40.00% (6/15), and the difference was statistically significant(P<0.05). ④Patient satisfaction: the scores of respecting the patients and sincere attitude, kind and appropriate address, explaining the problem carefully and patiently, clear expression and easy understanding of language, and having a sense of trust in nurses in the observation group were higher than those in the control group, and the differences were statistically significant(P<0.05). Conclusion Application of problem-based learning mode combined with case teaching in in-service training of junior nurses is beneficial to improve the interest of junior nurses in training, improve the nursing ability and the superior rate of examination results.And it also plays a positive role in improving patients' nursing satisfaction. Key words: In-service training; Case teaching; Nursing competency

Design and practice of the case study methodology throughout the "Animal Genetic Principles and Breeding Methods" course

"Animal Genetics Principles and Breeding Methods" is a main course for Master students majoring in Agriculture (Livestock) and involves a combination of theory and practice. The traditional teaching method is difficult not only to meet the requirements of modern professional degree teaching, but also for the students to master the theory and practice of genetic breeding. We have employed the case study methodology during the entire course. This paper analyzes the connotation and characteristics of the method and expounds the design and discussion of the cases. Besides, the teaching evaluation is also included. It provides a reference for the application and promotion of the case teaching method in training graduate students majoring in agriculture.

Кейс-метод обучения при формировании универсальных компетенций обучающихся в образовательных организациях системы МВД России

The article is devoted to the formation of universal competences of students in educational institutions of the system of the Ministry of Internal Affairs of Russia using the case-method of teaching. The authors have identified the main synonymous contradictions in the definition of the concept of “universal competence”. The main problems that lie in the choice of means and methods of development and the formation of universal competencies of students are highlighted. The subject of the study was determined the process of formation of universal competencies of students. The basic concepts of the competence approach are considered. It shows what universal competences should be formed in the framework of GEF3 ++ by a specialist in the specialty law enforcement. Disclosed the concept of educational technology, as well as the essence of the case-method of teaching. It schematically shows what the technological stages of the case-method of teaching consist of. An example of one of the mini-projects, which is aimed at the formation of universal competencies of students. Table 1 showed the stages of formation of universal competencies among students, and Table 2 showed the formation of universal competencies of students in a class on the basics of special ATS equipment.&#x0D; As a result of the study, it can be concluded that, in general, the case method allows to improve the educational process, involve students in the process of live communication, instill autonomy for searching, analyzing, extracting and evaluating information, which contributes to the process of developing universal competences of future police officers. In this paper, the following methods were applied: comparative analysis, case-method of teaching.

Study on the influence of "Internet+" case teaching model on critical thinking of nursing interns

Objective To explore and analyze the intervention effect of two different case teaching methods on critical thinking of nursing interns. Methods from July 2016 to July 2018, a total of 62 nursing students in a three grade hospital in Chongqing were selected. They were divided into control group (29) and intervention group (33) according to their internship years. The control group received routine case teaching method, while the intervention group adopted the Internet+ case teaching method to carry out clinical teaching. Results Nursing students in the intervention group were significantly better than those in the control group in seeking truth, open thinking, systematization ability, analytical ability, self-confidence, thirst for knowledge and maturity (t=3.978-6.875, P<0.05). Nursing students in the critical thinking grade distribution intervention group were higher than those in the control group (t=-6.522--2.202, P<0.05). In clinical decision-making ability, problem-finding ability, goal-setting ability, decision-making ability, implementation decision-making ability and evaluation feedback were also higher than those in the control group (P<0.05). The ability was higher than that of the control group (χ2=7.922, P<0.05). Conclusion case teaching based on Internet+ can better improve the clinical thinking method of nursing students, enhance the critical thinking level and clinical decision-making ability of nursing students, and improve the quality of clinical teaching. It is worthy of popularization and application in clinical practice. Key words: Case teaching; Internship nursing students; Critical thinking; Clinical decision-making

Accelerating the introduction of the case method into Chinese business schools: an action research approach

ABSTRACT This paper is unique in that it demonstrates how a national education department used action research to stimulate the use of the case method of teaching in business schools and other departments in universities in China. It illustrates how four different players; a teacher, her students, a government department in charge of setting education policy and selected faculty in Chinese universities were involved in the research. The research suggests that, contrary to widely held beliefs, given a well-trained and motivated Chinese instructor and careful course design Chinese students will readily accept the case method of teaching. Methods used in influencing potential adopters of the case method are discussed. Current faculty and institutional related barriers to the introduction of the case method are noted along with a proposal to institute the Scholarship of Teaching and Learning as a potential solution. The paper also illustrates how videotapes of classroom processes can be used in multiple ways within an action research project.

Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology

Purpose: Case-based learning (CBL) is now used as a teaching strategy to promote clinical problem-solving ability. The purpose of this study was to determine whether CBL is superior to the traditional teaching method in teaching lung cancer curriculum to oncology students.Methods: This study was a randomized controlled trial, enrolled 80 first-year oncology postgraduates from Bengbu medical college in the past 3 years. They were randomized to divide into 2 groups, had courses with the same lung cancer contents and timing. The experimental group (n = 40) utilized the CBL method while the control group (n = 40) used the traditional lecture-based teaching method. A questionnaire was used to attain the students’ learning satisfaction and self-efficacy of the course, and a post-study examination was used to assess end-of-course performance.Results: Complete data were obtained from participating students (n = 40 in CBL; n = 40 in traditional teaching). The CBL group performed significantly better in questionnaire and examination compared to traditional teaching groups. Students showed high levels of satisfaction and problem-solving ability in the CBL group.Conclusion: Compared with the traditional teaching method. The case teaching method is a more effective teaching method to improve the ability of problem-solving for graduate students in medical oncology.

Designing and Deploying Case Studies in an Innovative Comic Book Format: Reflective Essay for the Case ‘It’s Bank Policy’

There is growing concern among management educators regarding how to keep their graduate and undergraduate students engaged in their classroom. Even educators who rely on the relatively more engaging case method of teaching have expressed concerns over inadequate preparation of students, their reluctance to read the assigned case and their relatively lower attention spans. Graphic novels or comic book cases have emerged as one of the formats that some educators have started experimenting with. But do cases in comic book format aid learning? If so, how? What are the issues and constraints in designing and deploying such cases? Are there limitations? And what’s the way forward? While reflecting on our experience of designing and deploying a comic book case, we find that this format may not be a silver bullet to tackle all the problems faced by instructors today, but it has great potential to drastically enliven any classroom.

Case-method teaching: advantages and disadvantages in organizational training

PurposeThe purpose of this paper is to introduce case-method teaching (CMT), its advantages and disadvantages for the process of organizational training within organizations, as well as to compare its advantages and disadvantages with current training methods.Design/methodology/approachThe authors applied a systematic literature review to define, identify and compare CMT with current methods.FindingsIn CMT, participants get involved with real-world challenges from an action perspective instead of analyzing them from a distance. Also, different reactions of the participants to the same challenge aid instructors to identify the individual differences of participants toward the challenge. Although CMT is still not considered as a popular organizational training method, the advantages of CMT may encourage organizational instructors to further apply it. Improving the long-term memory, enhancing the quality of decision making and understanding the individual differences of individuals are the advantages of CMT.Research limitations/implicationsA lack of sufficient empirical researchers and the high cost of conducting this method may prevent practitioners to apply it.Originality/valueThe review suggested that CMT is able to bring dilemmas from the real world into training settings. Also, it helps organizations to identify the individual reactions before they make a decision.

Clinical application of case teaching method combined with clinical pathway in pediatrics teaching

Objective To explore the clinical application of case teaching method combined with clinical pathway in pediatrics teaching. Methods 103 students in pediatric practice from September 2016 to September 2017 were enrolled as the study object, who were divided randomly into observation group (52 cases) and control group (51 cases). Routine teaching method was adopted in the control group, while case teaching method combined with clinical pathway was adopted in the observation group. In addition, 100 cases of children in need of rescue were selected for each group and the students were divided into two or three in a group to participate in the rescue. If the student could complete the rescue with the assistance of supervisor, he will be considered as playing a leading role in rescue process. Otherwise, another supervisor would join to lead the rescue, and the student would assist by the side, who will be considered as playing an auxiliary role in rescue process. The results of examination, classroom participation, homework, the rescue performance and the satisfaction of teaching were compared between two groups. Results The scores of theoretical course, case analysis and skill operation in the observation group was significantly higher than that of the control group (P<0.05). The scores of classroom attendance, classroom activity and homework quality in the observation group was significantly higher than that of the control group (P<0.05). Success rate of rescue conducted by students in the observation group was significantly higher than that in the control group(P<0.05). The teaching satisfaction of the observation group was also significantly higher than that of the control group (P<0.05). Conclusion The application of case teaching method combined with clinical pathway teaching model in pediatrics teaching is effective and worthy of popularizing, which can obviously improve teaching quality, arouse students' interest in teaching process, and improve students' professional quality. Key words: Case teaching method; Clinical pathway; Pediatric teaching; Clinical application

Construction of Marketing Teaching Method System Based on Enterprise Needs

Based on the analysis of the current problems in the teaching methods of marketing in colleges and universities, this paper discusses how to carry out a series of reforms on the concepts, methods, tools, and ways of marketing teaching in colleges and universities, and argues that they must be based on the characteristics of marketing well as the actual needs of enterprises, explore talent training programs and mechanisms that are conducive to the improvement of the effectiveness of teaching, be good at using the two-way communication method, self-learning teaching method, marketing case teaching method, simulated marketing teaching method, multimedia teaching method and social practice Teaching methods, etc. It also argues that they must make marketing teaching more in line with the needs of companies for talent training goals.

Exploration of the efficacy of the case method of teaching

SynopsisThe purpose of this research is to identify studies that had been undertaken to determine the efficacy of the case method of teaching as compared to the lecture method in an academic setting. An extensive search of secondary sources to identify research was undertaken to determine the effectiveness of case teaching as compared to the lecture method. The findings of this study indicate within the research reviewed the following positive results of case teaching noted by students: enhanced learning of the subject; heightened student engagement in the classroom; and the receipt of higher grades in some disciplines. The following negative results are also found: lack of understanding of course content and the method is more challenging and time consuming. In a national survey of faculty using the case method for the first time, the following positive outcomes of utilizing the case method were found: develops strong critical-thinking skills, greater retention of course material and more active engagement in the classroom. The limitations are the inconsistency of variables measured in the study and the small sample sizes. “Recommendations for further study include the use of larger sample sizes and a control group using the lecture method of teaching.”Research methodologyAn extensive search for all studies is performed in the classroom to evaluate and compare the use of the case method as compared to the lecture method of teaching.Relevant courses and levelsThe courses evaluated in the study are from a variety of disciplines in universities.Theoretical basesA review of research studies is performed to evaluate the efficacy of the case method of teaching as compared to the lecture method.

Research on Case Teaching in Signals and Systems Course

Signals and Systems is the core course of electronic information engineering specialty and it is theoretical in content. This paper proposes the engineering case teaching method for the development of engineering application talents. This method includes the general engineering background associated with teaching content, simulation and hardware realization of teaching case, cross curricular integration. Teaching practice shows that it can effectively motivate students. This method also helps students to deepen the understanding of curriculum content and develop a comprehensive overview of the concept of engineering.

Overcoming the Problem With Solving Business Problems: Using Theory Differently to Rejuvenate the Case Method for Turbulent Times

A questioning of the neoliberal consensus in the global economic order is creating turbulence in Western democracies. Long regarded as the only viable capitalist model, neoliberalism is now subjected to increasing scrutiny. Management education that has been aligned to a neoliberal worldview must now respond to this shifting landscape in order to retain its legitimacy. One core element of management education undergoing revision as a result is the case method of teaching. The case method’s traditionally narrow focus on training students to solve business problems is increasingly problematic in an environment where the structure of the capitalist system in which firms operate is now a topic of debate. To address this, we argue for a reconceptualization of the case method’s relationship with theory. This has conventionally taken two forms: a hostility to any inclusion of theory in the analytical process and an approach that uses theory as an instrument for profit maximization. We propose an alternative third approach that encourages students to engage in a critical questioning of business-as-usual capitalism from the perspective of multiple stakeholders, including managers, employees, unions, not-for-profit organizations, government, and the natural environment.