Case Teaching Method Research Articles

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.

Teaching Community-Based Learning Course in Retailing Management

This study outlines the use of a community-based learning (CBL) applied to a Retailing Management course conducted in a 16-week semester in a private institution in the East Coast. The study addresses the case method of teaching and its potential weaknesses, and discusses experiential learning for a real-world application. It further addresses CBL as an important teaching application of experiential learning for the students to have a meaningful experience of studying and making recommendations about multiple aspects of retailing management for a local retailer. Course evaluation results that compared non-CBL and CBL classes showed that the mean scores in selected questions of CBL classes were statistically higher than those of non-CBL classes and the effect size was moderate. Qualitative student comments further suggested benefits and limitations of a CBL course. Notwithstanding the challenges to the instructor and the students of a CBL course, CBL applied to Retailing Management course provided meaningful benefits to the instructor, the students, and the community partner.

Research on the Strategy of E-commerce Teaching Reform Based on Brain Cognition

The rapid development of brain science and cognitive science and the demand of education and teaching reform urge the development of brain-based education movement. With e-commerce teaching reform strategy as the research target, and literature analysis method, case teaching method and questionnaire as research methods, this paper constructs the teaching design pattern based on brain cognition of the course of Introduction to ECommerce on the basis of the detailed analysis of teaching principle based on brain, teaching theory related to brain and theories related to teaching design, taking the course of Introduction to E-Commerce in colleges and universities as an example. The investigation and analysis of the course implementation and teaching effect verify that the teaching design pattern of e-commerce course based on brain cognition can promote students’ interest in learning and knowledge mastery, providing a new teaching mode to be referred for e-commerce teaching reform.

Does Instructor's Use of Self-Authored Cases vs. Other Cases in Teaching Lead to More Effective Learning?

The investigation of relationship between teaching and research has flourished for several decades. Teachers' knowledge and their experiences in conducting research studies are collectively expected to enrich the learning process of students. Relevance and applicability of concepts has the potential to augment learners' interest in discussing and absorbing the ideas. Learning can be fulfilling in an environment where teachers propel curiosity amongst students and are in interactive mode through a two-way channel of discussion. It is in this light that this pilot study examines the case teaching method with respect to usage of self-authored cases by the instructor, and compares it with the resultant impact on teaching as well as students' learning when taught with cases authored by others. Participants of the study were students of MBA program in a private university of India. The responses revealed that the two types of teaching materials had impact on areas like clarity, communication, complexity, linking with other topic, preparedness, energy level, and comprehensiveness.

The live act of business and the culture of realization

The concept of reality saturates today’s business curriculum. Educational methods that emphasize an experiential approach to business reality, practical training through real cases, or an active realization of business insights have become almost inescapable in contemporary business education. The case method of instruction in business administration, famously developed at the Harvard Business School, stands perhaps as the most widely acknowledged pedagogical vehicle for this sense of the business real. Ethnographic investigation on the practice of the case method demonstrates the pregnancy of a concept of reality that revolves around the idea of the subjective confirmation of a contextualized experience. But it also suggests the paradoxical centrality of a concept of reality as what cannot be realized. An anthropological examination of the problem of the business real thus requires attention to what appears to be a form of anxiety.

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OBJECTIVES/SPECIFIC AIMS: Biostatistics and Epidemiology courses within clinical research or public health training programs are typically developed and taught separately. As a result, students may have trouble in their research outside the classroom, where biostatistical and epidemiological concepts must be well integrated. Case method teaching is a participant- and discussion-centered pedagogical approach that has been used in business and law schools for more than 50 years to improve student learning, yet has taken longer to be adopted in health professional schools. The case method is distinguished by presenting learners with a real-world problem without a single unique solution. Designed to mimic the constraints and incomplete information found in real life, it is an ideal approach for integrating multiple related disciplines. A team of Clinical and Translational Science (CTS) faculty from the Tufts CTSI collaborated to develop a new course that integrates epidemiology and biostatistics disciplines using the case method. METHODS/STUDY POPULATION: We developed an intermediate-level, case-based course integrating epidemiology and biostatistics topics using modern, real-world clinical examples. Recognizing the importance of technical skill building, this intermediate-level Tufts CTS course adopted a hybrid approach, incorporating lecture and in-class laboratory exercises, alongside cases. We surveyed CTS faculty to identify a set of core methodological competencies. These included randomized trials, case-control and cohort studies, confounding, effect modification, propensity scores, linear and logistic regression, and survival analysis. Faculty provided us with clinical questions and deidentified data sets corresponding to these competencies; we also reviewed publicly available data sets. RESULTS/ANTICIPATED RESULTS: CTS faculty collaborated to develop 10 cases (with accompanying data sets) from modern clinical research examples that illustrate the connections between epidemiology and biostatistical concepts. Each case contains a background section, a statement of the core problem, a data set with data dictionary, articles from the primary literature (often the publication of the data set) with discussion questions and in-class lab exercises (R programming). One case presents students with the challenge of whether acupuncture may be an effective therapy for pain associated with chronic headache. Through case activities, students gain experience weighing observational Versus experimental evidence, apply directed acyclic graph theory, and analyze clinical trial data. Qualitative evaluations in 2015 (pilot year) and 2016 indicate students preferred the integrated approach to separate courses, and found the integration facilitated application of methods to their independent research projects. Significant rewards for faculty include cross-disciplinary collaboration, sharpened teaching skills, and engaging with learners in a dynamic classroom environment. DISCUSSION/SIGNIFICANCE OF IMPACT: Despite administrative and pedagogical challenges, a case-based, integrated curriculum offers rewards for faculty and students. The case method may be a useful pedagogical strategy to integrate other closely related topics or courses in translational science to better prepare scholars for the challenges of independent research.

経営を語らせ倫理を教える : 国内におけるケース・メソッドの受容とその教育効果に関する省察

経営を語らせ倫理を教える : 国内におけるケース・メソッドの受容とその教育効果に関する省察

Influence of personality and motivation on case method teaching

The purpose of this study was to examine the influence of the individual characteristics of students and teachers in the effectiveness of the case method in a sample of Colombian business students. The results from two studies indicated that the case method is as effective as the lecture method in respect of learning outcomes (i.e. declarative knowledge and situation analysis) and is related to the higher satisfaction of students (i.e. pedagogic strategies and the relation between students and the professor); however, its effects can be mediated and moderated by some personality traits of the teachers and students (conscientiousness, openness to experience, and extroversion) and by the students’ motivation (social motivation). Case method is effective for promoting educational outcomes, and its usage is not just recommended for senior students but, as we have found, it is also recommended for junior students who can improve both their declarative knowledge and situation analysis skills with this method.

Management Education at the Interface: Raw Data, Real Projects, and On-demand Lectures

Borrowing from Yale School of Management, we call this new approach the raw case method of teaching. Unlike a traditional case study, a raw case is not confined in print or pages of a narrative abo...

The Application of Case Teaching Method in MOOC

This paper expounds the meaning and characteristics of the case teaching method and the MOOC. From the teaching materials, teachers and students' role, teaching methods, the traditional teaching modes and methods with the MOOC and the case teaching method are compared. This paper briefly introduces the case and case preparation of case teaching method in MOOC, and discusses the implementation of case teaching in MOOC.

Discussion on the Application Problems of Case Teaching Method

Case teaching method was introduced into the safety technology training, in which the real situation of the actual work was processed typically to form the cases for students to think and analyze. The case teaching focuses on the development of students' creativity and the ability to solve practical problems, and acquire knowledge through case in a more effective way. The ability of students to analyze and solve problems was improved by independent research and mutual discussion.

Teaching and learning business ethics in a multicultural group

Building on a constructivist learning theory and a case teaching method, this article suggests a mixed learning approach for teaching business ethics in a multicultural group. The purpose is to present the objectives and implementation of the mixed learning approach in a case course with a multicultural group. Based on the students' feedback, we also analyse and discuss the effects of the mixed learning approach on students' learning experiences. The article contributes to the growing stream of literature on business ethics teaching in higher education by presenting an approach that allows teachers and students to join in constructive knowledge creation in a multicultural group. In so doing, the article increases our knowledge and understanding of the effectiveness of business ethics teaching and learning, while fostering the role of diversity in business management.

Teaching and learning business ethics in a multicultural group

Building on a constructivist learning theory and a case teaching method, this article suggests a mixed learning approach for teaching business ethics in a multicultural group. The purpose is to present the objectives and implementation of the mixed learning approach in a case course with a multicultural group. Based on the students' feedback, we also analyse and discuss the effects of the mixed learning approach on students' learning experiences. The article contributes to the growing stream of literature on business ethics teaching in higher education by presenting an approach that allows teachers and students to join in constructive knowledge creation in a multicultural group. In so doing, the article increases our knowledge and understanding of the effectiveness of business ethics teaching and learning, while fostering the role of diversity in business management.

Application and Experience of Reverse Case-Teaching Method in the Teaching of General Chemistry

Application and Experience of Reverse Case-Teaching Method in the Teaching of General Chemistry

高年级应用型专业课程的教学改革与实践—以《大气探测资料处理技术》为例

针对应用型专业课程《大气探测资料处理技术》教学中存在的问题，探索了案例式教学在此类课程教学中的应用。梳理课程核心知识内容，精心设计了教学案例，每个案例从基础知识、应用分析、实践示范、启迪拔高、总结汇报五个阶段进行实施，实现理论与实践贯通；采用“课内教员指导”、“课后研究生、辅导员讲授＋辅导＋效果评估”、“网络学习平台下发参考资料＋交互式解答”模式，延伸拓展学习时间空间。教学实践证明，该系列教学改革有助于学员建立理论知识和专业应用之间的桥梁，提高分析问题、解决问题的实践能力。 Aiming at the problems in the course instruction of Atmospheric Sounding Data Processing Technology, the application of case-teaching method in this kind of professional course instruction is explored. The core content in course knowledge is collated and the teaching cases are designed carefully; each case is carried out as introduction of basic knowledge, analysis of knowledge application, practical demonstration, enlightening and improving, summary and report, by which the theory and practice can be combined and implemented. By designing three instruction modes: guidance by teacher in class, teaching, coaching and effectiveness evaluation by graduate student and counselor after class, publishing references and interactive question answering through network platform, the time and space of study can be extended and expanded. The teaching practice has proved that these series of reforms can help students to establish a bridge between the theory knowledge and professional application, and improve the ability of analyze and solve problems in practice.

LICCAS Model on Western Economics Teaching Methods Reform

Based on difficulties of western economics teaching, we constructed LICCAS model: logistics teaching, case teaching, comparison teaching, analogy teaching, and summarizing teaching, classify and summarize teaching methods. The first, Logistics teaching is the logical starting point of western economics. The second, case teaching method is the interaction between teachers and students and the interaction should always run through the whole process. The third, while teacher is teaching, interesting and feasibly embodying cases of western economics should be properly extracted and make a comparison and analysis to these cases, which makes students learn by analogy to understand western economical theory. The fourth, analogy and analysis is supplement of the front of several methods. The fifth, summarize the teaching contents. By based on practices of LICCAS model, interests of learning western economics for students can be greatly improved and increase their abilities of analyze economic phenomenon and use what they have learnt.

Teaching Research on Packaging Management and Evaluation Methods

In the process of teaching, packaging has relationships with economics, designing, materials and management methods. The contents of most packaging courses were focused on particular technology, for example, how to choosing materials, designing the box structure, decorating layout. In packaging management course, the students were asked to take the packaging technology, manufacturing knowledge and environmental influence together. The comprehensive evaluation methods were used to choose the final packaging solution. The design analysis, quality control, production management and life cycle assessment were presented in the course. In a limited time, it was difficult to acquire knowledge in different fields. In this paper, the teaching content of the course were confirmed. Case-teaching method and subject discussion method were used in teaching process. The teaching quality and effects were improved extremely.

Developing Future Talent: Impact of Case Learning Experience on Knowledge Acquisition

Higher education is a crucial platform for development of future talent. Graduates produced by universities must have comprehensive set of skills. The case teaching method has been acknowledged for its role in building participants’ generic skills including knowledge acquisition. However, much of the existing evidence on its effectiveness is limited to the experience of individual instructors, classroom or faculty-based context. Empirical evidence to understand its effectiveness at a wider, institutional context is lacking. Such gap raises question on whether the case method is only suitable as a stand-alone rather than across-the-board initiative. To fill this gap, a research was conducted to investigate the effectiveness of the case method at one of the prominent public universities in Malaysia. Two objectives were pursued in the research: (1) to determine participants’ perceptions towards their case learning experience, and (2) to investigate the relationship between case learning experience and the knowledge acquisition. Questionnaires, named the ‘Skills and Learning Experience from Case Method Questionnaire (SLECMeQ)’©, were distributed in 2015 to 1,874 undergraduate students in the university. Based on a return rate of 43%, the results support the strengths of the case method. The research also shows a positive relationship between respondents’ case learning experience and their knowledge acquisition. Implications for practice and future research are consequently proposed.