Article

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

ABSTRACT

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
    • "There are some recommendations on a better design for the case study method. First, there needs to be a detailed instruction regarding how to support students learning over the case-based course (Lee et al., 2009). Correspondingly, an explicit grading system of case-based activities can support students in reducing cognitive dissonance and ambiguity in the learning process. "
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    ABSTRACT: Purpose ‐ The purpose of this paper is to understand the impact of real, localized case studies on students' learning engagement, the learning process and learning experience and the role of such case studies in influencing students' learning outcomes. Design/methodology/approach ‐ Data were collected from 400 undergraduate students through an online questionnaire immediately after discussion of the case in Business Information Systems classes. Student learning from the case study was measured by two components consisting of case knowledge and case perceptions. The student course engagement questionnaire was used to examine engagement in skills, emotions, participation and performance while the study process questionnaire was administered to assess students' learning approaches. Additionally, the seven predominant roles of the feedback were used to analyse students' learning experience. Finally, students' learning outcomes were assessed both in group performance and individual performance. Structure equation modelling was applied to test the causal model. Findings ‐ The results revealed that the case study had a positive influence on students' engagement in skills and emotions. Moreover, case perceptions led students to surface approach in their learning. Furthermore, case knowledge had a positive impact on the learning experience. Research limitations/implications ‐ The study suggests that localized case studies should be designed cautiously. Furthermore the method of instruction regarding the method must be clearly explained for undergraduate students. Future research should consider a way of evaluating academic achievement as a result of using localized cases. Originality/value ‐ The findings reported in the paper contributed to an area of educational research by emphasizing on the mediating role of learning engagement, the learning process and the learning experience.
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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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