Case-based Learning
It's always great to see groups of students fully immersed in an interesting case, gradually finding the necessary tools to come to the right solution. It's even greater to see them successfully carry over what they learn from that one particular case into other related situations.
Quote from Adamo Petosa, Dawson College
What is it?
Case-based Learning can be a strategy that occurs within one class or applied as an instructional approach for an entire course. With case studies the instructor uses a story or scenario to introduce relevant content. Students use the case to carry out a defined task (e.g., solve a problem, test a theory, identify a pattern, resolve a conflict, etc.).
Case studies can be conducted by individuals, groups or the entire class. To be effective, the case(s) must be of interest to students and relevant to the discipline or field of study, otherwise, students may fail to make a connection with the material. Furthermore, it is imperative that students learn to apply what they experience in completing the case study to future problems and cases (e.g., they must recognize what can be generalized and applied to other scenarios/cases). Essentially, Case-based Learning enable instructors to provide their students with realistic and stimulating situations that involve them in real-world analyses.
Skills Promoted
- Inductive reasoning
- Analytical reasoning
- Problem solving
- Knowledge integration
Who's using it?
SALTISE community members who use this strategy and are willing to share advice and/or resources.
| Institution | Discipline | Instructor | Classroom settings |
|---|---|---|---|
|
McGill University Level: University |
Engineering |
Lecture room Classroom size: 200 |
|
|
Dawson College Level: College |
Interior Design |
Active Learning Classroom Classroom size: 15-20 |
|
|
Dawson College Level: College |
Applied Arts – National Building Code |
Active Learning Classroom Classroom size: 30-40 |
|
|
Dawson College Level: College |
Chemistry |
Lecture room/Active Learning Classroom Classroom size: 30-40 |
|
|
Dawson College Level: College |
Chemistry |
Lecture room/Active Learning Classroom Classroom size: 25-40 |
| Institution |
McGill University Level: University |
Dawson College Level: College |
Dawson College Level: College |
Dawson College Level: College |
Dawson College Level: College |
|---|---|---|---|---|---|
| Discipline |
Engineering |
Interior Design |
Applied Arts – National Building Code |
Chemistry |
Chemistry |
| Instructor | |||||
| Classroom settings |
Lecture room Classroom size: 200 |
Active Learning Classroom Classroom size: 15-20 |
Active Learning Classroom Classroom size: 30-40 |
Lecture room/Active Learning Classroom Classroom size: 30-40 |
Lecture room/Active Learning Classroom Classroom size: 25-40 |
Why use it?
Benefits
Challenges
Benefits
An interesting case study truly gets the students speaking/discussing. Throughout the process, students can be seen working together enthousiastically. If the underlying story interests them, they will solve the problem! Furthermore, if peer-review and peer-feedback is built into the case study, students are always interested to see how their group’s findings compare with their peers. Overall, case studies allow the instructor to make things “real” for the students. He/she has an opportunity to be creative and to think up interesting ways to get their students attention. I personally enjoy providing my students with a mystery or rescue scenario to work in.
(Adamo Petosa, Dawson College)
Challenges
The real challenge is ensuring students will be able to apply what they learn in completing the case study to future problems and cases. They must recognize what can be generalized and applied to other scenarios/cases. To facilitate this, the teacher can follow up the case study with techniques that result in the generation of flow charts, heuristics or other tools that help students to solve future problems.
(Adamo Petosa, Dawson College)
Ready to try it out?
A case study generally requires these distinct steps.
STEP 1: The instructor selects and distributes a case study to the students.
STEP 2: Students read the case and identify key components.
STEP 3: In groups, students discuss the case’s key components and lessons learned.
STEP 4: The instructor distributes a new case.
STEP 5: In groups, students try to solve the new case using general principles and lessons learned from the previous problem.
STEP 6: Additional step(s):
- As a class, students discuss their solution(s) to the new problem and similarities/differences from the original case.
- Alone, students reflect on their learning and apply lessons learned to a new problem.
Strategy Workflow
Related Activities
Helpful resources
References
Herreid, C. F. (2005). Using case studies to teach Science education: Classroom methodology. American Institute of Biological Sciences, ERIC.
Cober, R., Tan, E., Jim Slotta, So, H. J. and Könings, K. D. (2015). Teachers as participatory designers: Two case studies with technology-enhanced learning environments. Instructional Science.
Anderson, E., Schiano, B. and (2014). Teaching with cases: A practical guide.. Harvard Business Review Press.
George A. L. and Bennett, A. (2005). Case studies and theory development in the Social Sciences. MIT Press: Cambridge, Massachusetts.
Herreid, C. F. and Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching.
Weinberg, S. L. and Abramowitz, S. K. (2000). Making general principles come alive in the classroom using an active case studies approach. Journal of Statistics Education.
Video
Teaching by the Case Method -Center for Teaching and Learning, Stanford University
The Case Study Method for Advanced Teacher Education – NAATE Teachers
To Learn More
For more reading resources check out Articles and Books