PGCHE: Michelle Maree May 2016 What is case study teaching? - A wide range of problems posed for analysis
- Based on real life events or construction of events
- Can be complex or simple
- It involves the student’s as real characters in actual situations
Background to case study teaching Why case study? - A student-centred teaching strategy that can develop critical thinking, communication, and interpersonal skills with students;
- Having students work through complex, ambiguous, real world problems engages students with the course material, encouraging them to “see it from an action perspective, rather than analyse it from a distance” (Angelo & Boehrer 2009 in Schwartz, 2013);
- “allow the application of theoretical concepts…bridging the gap between theory and practice” (Davis & Wilcock, in Schwartz, 2013).
It requires of students to research and evaluate multiple sources of data, fostering information literacy; - It requires of students to research and evaluate multiple sources of data, fostering information literacy;
- Case method is also effective at developing real world, professional skills;
- Increases student proficiency with written and oral communication, as well as collaboration and team-work;
- Can provide a rich basis for developing students’ problem-solving and decision-making skills;
- Can help students to synthesise, evaluate and apply information and concepts learned in lectures and texts;
- Can bring to life abstract concepts ;
- By placing students in real life situations through case study, they are asked to make critical decisions and use their factual knowledge to evaluate situations.
Student involvement in case studies… - Level 1: students explore a problem by sorting out relevant facts, developing logical conclusions and presenting them to fellow students and the instructor;
- Level 2: students take on perspectives and are required to debate/discuss specific actions from a character's point of view;
- Level 3: students become fully involved so that topics are no longer abstract but become central to the students’ sense of self in a specific real world situation (Christensen, 1994 in Goodenough, 1994).
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