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

Educational Technology & Society 01/2009; 12:178-190.
Source: DBLP
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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.
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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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