A Review of Case-based Learning Practices in an Online MBA Program: A Program-level Case Study.

Educational Technology & Society (Impact Factor: 1.01). 07/2009; 12(3):178-190.
Source: DBLP


This study examines how a case-based learning approach was used and facilitated in online business education. Perceptions of students and instructors regarding the practices of case-based learning in online environments are explored in terms of instructional design, facilitation, and technology support. This study finds case-based learning to be a valuable instructional method for online business students who practice authentic problem solving by applying what they learned. The study demonstrates that case-based learning in many of the online courses analyzed in this study was implemented in a similar way to traditional classrooms (e.g., cases in text delivery format, individual case studies, or case discussions). It addresses the issues of integration of diversified technological tools for pedagogical facilitation of case-based activities and developing multimedia cases in order to enhance student involvement and engagement in understanding contexts embedded in cases toward solutions from multifaceted aspects. © International Forum of Educational Technology & Society (IFETS).

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Available from: Jieun Lee, Jan 15, 2014
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    • "Partiendo del Método de Estudio de Caso como una herramienta que permite indagar sobre un fenómeno contemporáneo y sus participantes en un entorno real (Lee et al., 2009), se plantea un proceso metodológico (figura 1), que inicia con una revisión de la literatura (Kim y Kang, 2008; Hevner et al., 2004), para establecer luego proposiciones, así como lo hicieron Dibrell, Davis y Craig (2008) y Ruiz, Meroño y Sabater (2006) en sus respectivas investigaciones. Bajo esta premisa, se formularon dos proposiciones: -Proposición uno: Las TIC permiten optimizar los procesos de manufactura y de desarrollo de productos para hacerlos más eficientes (Chiang, Trappey y Ku, 2006; Sapuan, 2005; Vinodh et al., 2009). "
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    ABSTRACT: El presente artículo identifica el impacto que tiene sobre la competitividad de las empresas de manufactura el uso de las TIC en el diseño industrial. Para ello, se llevó a cabo una investigación cualitativa en seis empresas de manufactura de diferentes países, donde se evaluaron las variables TIC, Diseño y Proceso Colaborativo, cuyos resultados demostraron algunos aspectos importantes, evidenciando que las TIC son un factor clave en la competitividad de las empresas. Con base en los resultados, se establecen futuras líneas de investigación para lograr un mayor conocimiento y comprensión de las variables que en este trabajo se consideran.
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    ABSTRACT: Given the technology-based lifestyle of the college student generation, it is imperative that faculty move into the 21st century with teaching style and pedagogy. Unfortunately, while our college students thrive on technology, faculty members are less receptive to changing traditional approaches to teaching via technological adaptations. The teaching technology process innovation described here brings technology to the case classroom. This case teaching technology not only brings excitement to a traditional pedagogy, it also enables remote teaching and learning as well as reduced preparation time for both faculty and students.
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    ABSTRACT: BACKGROUND: Case-based education has a long history in the disciplines of education, business, law and the health professions. Research suggests that students who learn via a case-based method have advanced critical thinking skills and a greater ability for application of knowledge in practice. In medical education, case-based methodology is widely used to facilitate knowledge transfer from theoretical knowledge to application in patient care. Nursing education has also adopted case-based methodology to enhance learner outcomes and critical thinking. OBJECTIVES: The objectives of the study was to describe a decentralised nursing management education programme located in Durban, South Africa and describe the perceptions of nursing faculty facilitators regarding implementation of this teaching method. METHOD: Data was collected through the use of one-on-one interviews and also focus groups amongst the fifteen facilitators who were using a case-based curriculum to teach the programme content. The average facilitator was female, between 41 and 50 years of age, working part-time, educated with a baccalaureate degree, working as a professional nurse for between 11 and 20 years; slightly more than half had worked as a facilitator for three or more years. RESULTS: The facilitators identified themes related to the student learners, the learning environment, and strengths and challenges of using facilitation to teach the content through cases. Decentralised nursing management educational programmes can meet the needs of nurses who are located in remote areas which are characterised by poor transportation patterns and limited resources and have great need for quality healthcare services. CONCLUSION: Nursing faculty facilitators need knowledgeable and accessible contact with centrally based full-time nursing faculty in order to promote high quality educational programmes.
    01/2013; 36(1):1-6. DOI:10.4102/curationis.v36i1.130
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