Virtual Case Studies in the Classroom Improve Student Knowledge

Heinrich, Carol; Pennington, Rand R.; Kuiper, RuthAnne

doi:10.1016/j.ecns.2011.02.002

Cited by 21 publications

(20 citation statements)

References 20 publications

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“…The present findings are supported with the study of Yoo et al (2010), which accomplished that the use of case-based learning is effective in enhancing the motivation of students and for boosting self-directed learning with more curiosity and interest in learning activities. Also, the same findings are supported in the study findings of Heinrich et al (2012) that utilizing a case-based methodology for learning increases students’ satisfaction and the level of their learning motivation, thus leading them toward higher academic achievement.…”

Section: Data Analysis and Resultssupporting

confidence: 68%

“…Additionally, the engagement of students is encouraged in class, when they feel recognized and open about giving their personal opinions with respect to the discussed subject (Gasiewski et al , 2011). Moreover, the utilization of the case study method results in increased student’s satisfaction and academic motivation, which lead toward the achievement of learning outcomes (Heinrich et al , 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Consequently, Miller et al (2011) concluded that the learning environment with active participation stimulates goal orientation among students and lead them toward engaged behavior in the classroom in comparison to the passive learning approaches. Further, as the proponent of active learning, Heinrich et al (2012) determined that the case-based learning approach assists in increasing satisfaction of students and their motivation to participate actively in a class by providing their opinions while learning.…”

Section: Introductionmentioning

confidence: 99%

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Examining the impact of case-based learning on student engagement, learning motivation and learning performance among university students

Raza

Qazi

Umer

2019

JARHE

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Purpose The purpose of this paper is to examine the impact of case study-based learning on student’s engagement, learning motivation and learning performance among university students of Pakistan. Design/methodology/approach The research model is analyzed with structural equation modeling. The analysis is done with the application of the measurement model and the structural model. Findings The findings revealed that case study-based learning enhances student engagement, and a significant and positive relationship between case-based learning and all four aspects of engagement, i.e. behavioral, emotional, cognitive and agentic engagement, was observed statistically. According to the findings, case-based learning leads toward an understanding of concepts learned in class and the development of skills among students and results in the enhancement of learning motivation. Furthermore, it is suggested by the results that the impact of student engagement on learning performance varies with respect to its different aspects. As among all the four aspects, only agentic engagement was found to be statistically significant in establishing the link with the learning performance of the students. Research limitations/implications The mixed findings pertaining to the impact of student engagement’s aspects on learning performance of the students pave the way for future research. The future researchers should incorporate individual traits and the specific context to analyze the relationships between the proposed constructs because students vary in their responses to learning activities. Practical implications The present study holds significance for the field of educational research and emphasizes the importance of incorporating case-based teaching in the higher education curriculum in order to ensure the implementation of effective learning strategies. Also, this research will be beneficial for future researchers in understanding the phenomenon of student learning and engagement. Originality/value In view of the limited academic literature in the Asian context, the present study extends the findings and examined the impact of case-based learning on student’s engagement, student’s learning motivation and the role of such engagement in enhancing learning performance of university students.

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Section: Data Analysis and Resultssupporting

confidence: 68%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Examining the impact of case-based learning on student engagement, learning motivation and learning performance among university students

Raza

Qazi

Umer

2019

JARHE

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“…In addition, this type of practice fosters a deep understanding of the subject among students, promoting long-term learning [ 6 ]. All this leads to CBL being effective at increasing student engagement and, therefore, motivation for learning, as is demonstrated by Raza, Qazi, and Umer, among others, through structural equation modeling [ 7 , 8 ].…”

Section: Introductionmentioning

confidence: 99%

From Clinical Practice to the Classroom. Advantages and Disadvantages of Video and Paper Cases on the Motivation and Clinical Reasoning of Occupational Therapy Students

Rodríguez-Bailón

Fernández-Solano

Merchán-Baeza

et al. 2021

IJERPH

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Case-based learning enables the application of theory to practice using real-life patient cases. The present study aims to compare the effect between video cases and paper cases on motivation for learning and knowledge acquisition to perform a clinical reasoning case exercise by occupational therapy students. A mixed-methods design was used with 120 students randomized into two groups. All students conducted a clinical reasoning case exercise on the same case, although in different presentation formats: paper case and video case. The quantitative measures of this study were the scores of motivation for learning from the Instructional Material Motivation Survey and the grades of a clinical reasoning case exercise. The qualitative part was based on the positive and negative aspects perceived by the participants. The results showed that the motivation for learning was significantly higher for the video case compared to the paper case, although there were no differences in the grades of the clinical reasoning case exercise between the two groups. The video cases were perceived as more relevant to professional practice and more informative in terms of non-verbal communication and context. In light of the results, teachers could use these two formats of presentation of cases with different objectives.

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“…In addition, learning activities related to learning outcomes enhance learning retention and engagement (Anaya, 1996). From the active learning viewpoint, Heinrich et al (2012) found the case study method increases students' satisfaction and motivates them to study more in class. Thus, obtaining desirable learning outcomes requires an engagement from others and the achieved learning outcomes will support the individuals' engagement in the next action.…”

Section: Introductionmentioning

confidence: 99%

Examining the mediating role of learning engagement, learning process and learning experience on the learning outcomes through localized real case studies

Nkhoma

Sriratanaviriyakul

Cong

et al. 2014

Education + Training

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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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Virtual Case Studies in the Classroom Improve Student Knowledge

Cited by 21 publications

References 20 publications

Examining the impact of case-based learning on student engagement, learning motivation and learning performance among university students

Examining the impact of case-based learning on student engagement, learning motivation and learning performance among university students

From Clinical Practice to the Classroom. Advantages and Disadvantages of Video and Paper Cases on the Motivation and Clinical Reasoning of Occupational Therapy Students

Examining the mediating role of learning engagement, learning process and learning experience on the learning outcomes through localized real case studies

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