Student Perception of Using Case Study as a Teaching Method

Iahad, Noorminshah A.; Mirabolghasemi, Marva; Mustaffa, Noorfa Haszlinna; Latif, Muhammad Shafie Abd.; Buntat, Yahya

doi:10.1016/j.sbspro.2013.10.187

Cited by 14 publications

(11 citation statements)

References 2 publications

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“…Results here also supported the idea that teaching students to choose and appropriately apply theoretical models helps to intentionally relate theory to practical situations and leads to better understanding how professionals in the human development and family science field advance and communicate their ideas (e.g. Herreid, 2012;Noorminish et al, 2013). Related student responses included: She has such short-term goals that she is not attempting to prioritize thinking.…”

Section: Discussionsupporting

confidence: 65%

“…Still, CBI can, with time and purposeful planning, cast the learner in the more desired active role, using "course relevant ideas and explanations to frame the case problem, to analyze it, and to explain its causes… using contextual variables in a meaningful way" (Riggiero, 2002, p. 115). At that point, they are certainly practicing the role of professional (Noorminish et al, 2013), and transferring course content to real-life contexts (Penn et al, 2016;Ruggiero, 2002). Surely students learn more when they are authentically engaged in a process (Egleston, 2013) that is "not hierarchical but rather relational and even interactive" (Fink, 2003, p. 32).…”

Section: Introductionmentioning

confidence: 99%

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Teaching Developmental Theory with Interrupted Video Case Studies

Anderson

2019

JoSoTL

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This study sought to determine the usefulness of interrupted case studies, utilizing a progressive disclosure of information over time, to increase critical thinking and student learning in the study of foundational theories in the human development field. Apted’s (2013) Up documentary series, consisting of video interviews over a 49-year period, was used as the interrupted study and successfully provided vicarious, but meaningful, opportunities to consistently and authentically apply course content. Participants (N = 23) were students in three sections of a graduate Human Development course where a pre-/post-test format was utilized. The effect was significant as all participant’s posttest score improved an average of 24.3%, F(3, 19) = 3.55, p = .049. Also, coded student work indicated an increase in complex levels of thinking across the 8-week assignment, further validating post-test scores, t(352) = -3.172, p = .002. Evidence from student work further confirmed that an interrupted video case-study, could address limitations typically associated with case-based instruction and, more importantly, provide the critical case-study qualities needed here. Those included, telling a detailed, ambiguous, and real-life story that provided genuine context to connect theory and practice.

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Section: Discussionsupporting

confidence: 65%

Section: Introductionmentioning

confidence: 99%

Teaching Developmental Theory with Interrupted Video Case Studies

Anderson

2019

JoSoTL

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“…En este sentido, la técnica del MdC es muy aceptada por las organizaciones de educación superior como medio de enseñanza aprendizaje (Ambrosini, Bowman & Collier, 2010). En cuanto a la percepción de los estudiantes, numerosos trabajos empíricos muestran una percepción positiva del estudio del caso como método de enseñanza por parte del alumno de educación superior (Iahad, Mirabolghasemi, Mustaffa, Latif & Buntat, 2013;Penn, Currie, Hoad & O'Brien, 2016;Yadav, Lundeberg, Deschryver, Dirkin, Schiller, Maier & Herreid, 2007). Además, el MdC promueve un profundo aprendizaje de situaciones empresariales reales, motiva al alumno para aprender y adquirir competencias más cercanas a la demanda de la sociedad (Swanson & Morrison, 2010) y contempla el ámbito económico, contable y financiero de forma más cercana a esa realidad (Sarasa, 2011;Stewart & Dougherty, 1993).…”

Section: Marco Teórico Del Método Del Casounclassified

El método del caso en la formación de economistas: elaboración y aplicación

Ponce

González

Montero

et al. 2020

magis

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El propósito de esta investigación es comprobar que,mediante el Método del Caso (MdC),los estudiantes de Economía adquieren las competencias definidas en los nuevos planes de estudio para la materia de Análisis de Estados Financieros(AEF). La entidad elegida para elaborar el caso es Abengoa,por ser una compañía internacional que desde 2008 atraviesa problemas financieros importantes.Este caso se ha aplicado a una muestra de 114 estudiantes de tres universidades españolas.Los resultados muestran que el MdC contribuye al desarrollo de las competencias académicas y mejora la formación de los futuros economistas.

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“…En los últimos años se han hecho verdaderos esfuerzos en definir metodologías de valoración de los sistemas educativos basados en competencias (Bergsmann et al, 2015). Sin embargo, aunque numerosos estudios muestran la necesidad creciente de integrar las preferencias de los estudiantes en el diseño de los planes de estudio (Iahad et al, 2013;Lelis, 2017;Martín-Peña et al, 2012), esta integración no ha sido suficiente. En este sentido, la mayoría de los trabajos que evalúan la modalidad presencial utilizan técnicas participativas basadas en la comunicación personal entre profesores y alumnos (Tsien y Tsui, 2007;Yakovleva y Yakovlev, 2014).…”

Section: Introductionunclassified