Meta-skills and personal attributes necessary to succeed in the working environment and in life generally are developed through case study teaching (Wessels, 2012); - Meta-skills and personal attributes necessary to succeed in the working environment and in life generally are developed through case study teaching (Wessels, 2012);
- Case-based learning facilitates learning transfer and real-world applicability, problem-solving, investigating (Lee, 2009);
- Williams (2004 in Lee, 2009) summarises the benefits of case use for teaching and learning, stating that it allows learners to
- apply theoretical knowledge to real school contexts
- reason critically about complex situations and recommend courses of actions
- develop self-knowledge and recognize own assumptions
- clarify personal beliefs about teaching
- compare and evaluate their own and others’ perspectives
- develop the practice of reflection.
Requirements for effective case study teaching Requires lecturer to determine specific goal to be achieve- what you want to accomplish, what facts, principles and viewpoints should be covered; - Requires lecturer to determine specific goal to be achieve- what you want to accomplish, what facts, principles and viewpoints should be covered;
- Choose case studies that match your course objectives;
- Lecturer should give clear instructions;
- If case study information in only information needed, tell the students and of other sources need to be consulted you also need to inform them;
- You may prepare a set of questions to give students a general sense of the major issues to be discussed;
- Once the case study was used as teaching strategy, reflect on the process and the possible difficulties students had in the case study activity;
- Case studies should not be seen as a replacement for lectures;
- Case study teaching should be scaffolded; first exploring the problems, then taking on a perspective and then students should become fully involved by solving the problem.
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