Case-Based Learning by Tyler Stowers
What is Case-Based Learning?
Case-based learning takes place when students are presented with real life scenarios (cases) and are asked to reflect and analyze the complexities of the content by reading, writing, and discussing during their deliberation of the material. Case-based learning is most effectively utilized in law-schools, and most recently, medical schools have been using this teaching model more often. The teacher's role in case-based learning is to be an active facilitator in the classroom discussion during the deliberation of the content. It is very important for the teacher to create a safe environment for the students so that each student feels comfortable speaking in front of the class. Therefore, it is essential for the teacher to set guidelines with the class such as no interrupting, each student must share his/her opinion, don't be combative while disagreeing, etc. Since this is a learner-centered model, the students must collaborate, cooperate, and converse as they deliberate. The content is typically a real-life scenario and/or specific situation in which there is rarely one correct answer, but rather many different viewpoints of the case being presented. Case-based learning model allows the students to strengthen their skills of analysis, decision making, critical thinking, and problem solving. What Instructional Model is Case-Based Learning Related to?
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Case-based learning branches from Problem-based learning which consists of specifically designed problems that challenge students to use problem solving techniques, team participation skills, self-directed learning strategies, and disciplinary knowledge. "Problem Based Learning begins with the assumption that learning is an active, integrated, and constructive process by social and contextual factors" (Barrows, 1996; Gijselaers, 1996). Problem-based learning and case-based learning fall under a blend of the cognitivist and constructivist learning theories. Since case-based learning model is most commonly used with law-school students who have acquired a high acumen for what they are learning, it makes sense that the case-based learning model would fall under a cognitivist learning theory as the students are required to call on past material when they are deliberating over new material. It also falls under the constructivist learning theory as the students are individually and socially constructing meaning from the content being read rather than being fed answers from the teacher.
When can a teacher use Case-Based Learning?
- Case-Based learning is mostly effectively used when trying to promote student-led discussions and deliberations.
- Case-Based learning can be used in large classes as a means of getting the class to split in manageable groups and allow for each group to present to the rest of the class.
- Case-Based learning can be used in small classes as a means of the class as a whole to work on team participation skills while the teacher simply facilitates as the students actively discuss, analyze, and critically think throughout the class discussion.
- Case-Based Learning can be used in virtual classes by presenting the case online and creating an online forum for the students to share opinions of the content as the teacher facilitates the conversation.
A case should consist of....
- A concise story with a beginning, middle, and end.
- The case must allow for the students to identify the possible problems, issues, possible solutions, consequences of action, and conclusion.
- Cases are usually real-life scenarios that can be found in newspapers, magazines, novels, videos, etc.
Scholarly Journals and Web-Related Links
References
London Deanery
(2012). Problem-and case-based learning. Multiprofessional Faculty
Development. Retrieved from http://www.faculty.londondeanery.ac.uk/e-learning/small-group-teaching/problem-and-case-based-learning/view?portal_status_message=Error%20creating%20PDF%20file
Rosen, L. (n.d.)
. Case-based teaching. Michigan State University Office of
Faculty & Organizational Development. Retrieved from http://fod.msu.edu/oir/case-based-teaching
Speaking
of Teaching (2001). Problem-based learning. Stanford University
Newsletter on Teaching, 11(1). Retrieved from
http://web.stanford.edu/dept/CTL/cgibin/docs/newsletter/problem_based_learning.pdf
http://web.stanford.edu/dept/CTL/cgibin/docs/newsletter/problem_based_learning.pdf
Speaking
of Teaching (1994). Teaching with case studies. Stanford University
Newsletter on Teaching, 5(2). Retrieved from
http://web.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/case_studies.pdf
http://web.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/case_studies.pdf
University of
Michigan (2016). Case-based teaching and problem-based learning. Center
for Research on Learning and Teaching. Retrieved from http://www.crlt.umich.edu/tstrategies/tscbt
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