Case Study Research: Foundations and Methodological Orientations

Harrison, Helena; Birks, Melanie; Franklin, Richard C.; Mills, Jane

doi:10.17169/fqs-18.1.2655

Cited by 138 publications

(82 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This research was conducted under a case study [31]. Case studies are acknowledged in the literature as effective methodologies to investigate and understand complex issues in real-world settings that do not aim to extrapolate probabilities through statistical generalization [31,32]. This research approach is adequate when researchers' want to understand a real-world case and assume that such an understanding is likely to involve important contextual conditions' [31].…”

Section: Methodsmentioning

confidence: 99%

The Impact of Teacher Training Using Mobile Augmented Reality Games on Their Professional Development

Marques

Pombo

2021

Education Sciences

View full text Add to dashboard Cite

Ongoing technology progress sustains innovative teaching approaches. Mobile devices, augmented reality (AR), and games are a few of the new resources that teachers have at their disposal to promote student learning. However, their effective integration into practices requires training, so there is a need to analyze the impact of training initiatives on teacher professional development. A case study is being conducted on the development process of mobile AR games for Science, Technology, Engineering and Mathematics (STEM) learning by 14 Portuguese in-service teachers in a 50 h workshop. This contribution refers to the analysis of this training’s impact on teacher professional development through a questionnaire filled in at the beginning and end of the workshop. This study registered a higher impact on teachers’ understanding of AR educative use, the less-known approach, compared to mobile and game-based learning. Moreover, teachers became more experienced with these approaches as learners, and reported having explored them with their students during the workshop period. Teacher ability to identify benefits and barriers in these approaches increased with the workshop, particularly the learning that could be promoted with mobile AR games. The presented set of barriers to implementation is relevant to future teacher professional-development initiatives.

show abstract

Section: Methodsmentioning

confidence: 99%

The Impact of Teacher Training Using Mobile Augmented Reality Games on Their Professional Development

Marques

Pombo

2021

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Case study method is a "research approach used to generate an in-depth, multi-faceted understanding of a complex issue in its real-life context" (Crowe et al, 2011, para. 5), and is effective for real-world settings aiming to understand complex issues (Harrison et al, 2017). Thus, it is suitable to study change, problems and their management in organisations.…”

Section: Case Studymentioning

confidence: 99%

Academic Staff’s Perspective on Blended Learning Practices in Higher Education Post COVID-19: A Case Study of a Singaporean University

Azizan¹,

Lee²,

Crosling³

et al. 2022

APJEE

View full text Add to dashboard Cite

The COVID-19 pandemic of 2020 saw the rapid adoption of fully online higher education (HE) academic programmes across the world. With the likely post-pandemic return to on-campus education, online learning in some form is expected to continue. It is apparent also that globally, students’ mindsets about online learning have changed during the pandemic period. It is thus timely to investigate the potential of blended learning (BL), a hybrid form of online and faceto-face education, as a pedagogical approach for HE in the future worldwide. As academic staff are instrumental in implementing effective HE pedagogical approaches, this study explored the academic staff’s views and practices with BL. The study implemented the qualitative case study approach, and the in-depth interview method was applied with eight academic staff representing different departments in a Singaporean higher education institution. Thematic analysis on the qualitative data gathered in accordance with the study’s foci elicited inputs about the academic staff’s BL understandings, usage and impacts, as well as challenges and suggestions for enhancing BL in HE. The findings revealed the academic staff’s positive BL perceptions, sound understandings, and strong experience with various digital tools. From this sound foundation, the staff interviewees made suggestions for developing effective BL practices which apply for HE in the future. The study’s important implication is that the findings are relevant and valuable in the situation where, post the pandemic, HE adjusts for students return to campuses where BL is likely to replace the face-to-face education. Importantly, these suggestions form the elements of a BL ecosystem that includes policy, infrastructure, training and evaluation and demonstrates flexibility for the ecosystem’s application to both the Singaporean context and to effective HE BL design globally post the pandemic.

show abstract

“…The cases in the study were studied in the form of culture, society, community, organization, or phenomenon, such as beliefs, practices, or interactions (Harrison et al, 2017). The researchers developed guiding themes for interviews accordingly which would capture information on the participants' cultural and economic background, their interaction with family, teachers, and friends, the home school relation among others.…”

Section: Our Standpoint In Case Study Methodologymentioning

confidence: 99%

Application of Case Study Methodology in the Exploration of Inclusion in Education

Shrestha

Bhattarai

2021

AM J QUALITATIVE RES

View full text Add to dashboard Cite

The purpose of writing this article is to demonstrate that the case study methodology can be very useful in the exploration of inclusion in education. As evidence, the authors have presented their experiences of using a case study methodology to study inclusive education with a particular focus on girls with visual disability and their school context. Going beyond an interpretation aligned with ecological system theory and theory of dysontogenesis, the methodology was able to capture the essence of the participants' experiences, exploring the different layers of environment and how the layered aspects influenced the school experiences of girls with visual disabilities and their integration or segregation in schools. In the meaning-making process, the case study was able to unpack the complexity of school and classroom practices and their connections amongst diverse layers at the levels of the teacher, the pupil, the classroom, the school, and its context.

show abstract

Case Study Research: Foundations and Methodological Orientations

Cited by 138 publications

References 9 publications

The Impact of Teacher Training Using Mobile Augmented Reality Games on Their Professional Development

The Impact of Teacher Training Using Mobile Augmented Reality Games on Their Professional Development

Academic Staff’s Perspective on Blended Learning Practices in Higher Education Post COVID-19: A Case Study of a Singaporean University

Application of Case Study Methodology in the Exploration of Inclusion in Education

Contact Info

Product

Resources

About