scholarly journals CASE-BASED INSTRUCTION AS A TEACHING METHOD OF BUSINESS ENGLISH

2019 ◽  
Vol 1 (7(75)) ◽  
pp. 31-36
Author(s):  
Iryna Stetsko ◽  
Oksana Nychko
Keyword(s):  
Teaching Method ◽  
Business English ◽  
Based Instruction ◽  
Case Based

scholarly journals The Application of the Learning Sciences to the Design of Business Education Cases

2017 ◽  
pp. 141-168
Author(s):  
Michael D. Hamlin
Keyword(s):  
Situated Learning ◽  
Business Education ◽  
Teaching And Learning ◽  
Learning Sciences ◽  
Integrative Approach ◽  
Theoretical Perspectives ◽  
Business Practitioners ◽  
Based Instruction ◽  
Learning And Cognition ◽  
Case Based

Business education is education for practice and thus, requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research based framework. Research and theory from the learning sciences can guide case-based instructional practices. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition. If the educational goal is to produce business practitioners with the skills and knowledge necessary to operate successfully in today's global business environment, business education needs to be prepared to incorporate theoretical perspectives derived from learning sciences research into case-based education.

scholarly journals The Application of the Learning Sciences to the Design of Business Education Cases

2018 ◽  
pp. 563-590
Author(s):  
Michael D. Hamlin
Keyword(s):  
Situated Learning ◽  
Business Education ◽  
Teaching And Learning ◽  
Learning Sciences ◽  
Integrative Approach ◽  
Theoretical Perspectives ◽  
Business Practitioners ◽  
Based Instruction ◽  
Learning And Cognition ◽  
Case Based

Business education is education for practice and thus, requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research based framework. Research and theory from the learning sciences can guide case-based instructional practices. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition. If the educational goal is to produce business practitioners with the skills and knowledge necessary to operate successfully in today's global business environment, business education needs to be prepared to incorporate theoretical perspectives derived from learning sciences research into case-based education.

Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format

2018 ◽  
Vol 70 (4) ◽  
pp. 319-334 ◽  
Author(s):  
Adrie A. Koehler ◽  
Peggy A. Ertmer ◽  
Timothy J. Newby
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Class Discussion ◽  
Problem Solving Skills ◽  
Cognitive Levels ◽  
Design Skills ◽  
Based Instruction ◽  
The Impact ◽  
Active Facilitator ◽  
Case Based

For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussion facilitation strategies on the development of preservice teachers’ problem-solving skills. Specifically, two discussion formats were compared: instructor-facilitated (class discussions guided by instructor-crafted prompts and an active facilitator) and instructor-supported (discussions guided by instructor-crafted prompts only). Results indicated that while preservice teachers’ problem-solving skills improved in both sections of the course, individuals in the instructor-facilitated section demonstrated significantly higher scores on course activities and designed instructional activities at higher cognitive levels compared with preservice teachers who participated in the instructor-supported discussions. Results underscore the importance of an active facilitator in CBI.

How instructors can use case based learning (CBL): CBL approach can inspire more self-regulated learning in students

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Situated Learning ◽  
Design Methodology ◽  
Self Regulation ◽  
Use Case ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Case Based Learning ◽  
Based Instruction ◽  
Case Based

Purpose The purpose of this paper is to demonstrate the linkage of case-based instruction with the enhancement of self-regulated learning of employees. Design/methodology/approach The authors carried out a literature review of SRL and CBL, including reviewing the theories of situated learning and constructivism. They then provided a detailed design presentation for using CBL with trainees. Findings The findings of the analysis enable a full, detailed approach to the application of CBL for practitioner use Originality/value Case-based instruction has not previously been directly linked to the self-regulation of learning.

Enabling Adult Learning Advantage in Online Learning Environments

2021 ◽  
pp. 735-756
Author(s):  
Michael D. Hamlin
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Integrative Approach ◽  
Educational Goals ◽  
Reflective Practitioners ◽  
Based Instruction ◽  
Learning And Cognition ◽  
Case Based

Adult learners tend to have specific educational goals, are more career-focused, task and intrinsically motivated, and more concerned about application of knowledge. Most adult learners are employed or attending school to advance their careers, so ideally, adult education should comprise educational activities, at least in part, focused on improving knowledge and skills relevant to the workplace. This requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research-based framework. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition.

scholarly journals Implementation of case-based instruction on electrochemistry at the 11th grade level

2017 ◽  
Vol 18 (4) ◽  
pp. 659-681 ◽  
Author(s):  
Aysegul Tarkin ◽  
Esen Uzuntiryaki-Kondakci
Keyword(s):  
Self Efficacy ◽  
Grade Level ◽  
Qualitative Data ◽  
Control Group ◽  
Motivation To Learn ◽  
Feedback Form ◽  
Based Instruction ◽  
Experimental Group ◽  
11Th Grade ◽  
Case Based

This study aims to compare the effectiveness of case-based instruction over traditional instruction in improving 11th grade students' understanding of electrochemistry concepts, attitudes toward chemistry, chemistry self-efficacy beliefs, and motivation to learn chemistry. In total, 113 students (47 males and 66 females) from three high schools participated in this study. Two of the classes from each school were randomly assigned to be either the experimental or control group. The experimental group was instructed by case-based instruction while the control group was taught by traditionally designed instruction. The Electrochemistry Concept Test, Attitude toward Chemistry Scale, High School Chemistry Self-efficacy Scale, and Chemistry Motivation Questionnaire were applied as pre- and post-tests to students in both groups. Moreover, a feedback form was administered to students in the experimental group at the end of the study to get students' opinions about the case-based instruction. One-way Multivariate Analysis of Variance (MANOVA) revealed that case-based instruction was an effective method to improve students' understanding of electrochemistry concepts, attitude toward chemistry, and intrinsic motivation to learn chemistry. The qualitative data gathered from the feedback forms also supported the results of the inferential statistics. Students reported that chemistry lessons were more interesting and enjoyableviacase-based instruction.

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