Making the Case for Case-Based Learning in Computer Information Systems

2011 ◽  
pp. 55-67
Author(s):  
Morgan M. Jennings ◽  
Charles H. Mawhinney ◽  
Janos Fustos
Keyword(s):  
High Schools ◽  
Information Systems ◽  
Problem Based Learning ◽  
Computer Information Systems ◽  
Case Based Learning ◽  
Student's Perceptions ◽  
Case Based

In this chapter, we report the results of a study comparing current student’s perceptions of computer information systems with student’s perceptions of 12 years past. We found that students continue to prefer more interaction than they perceive an IS career to provide. Given this we (1) report on some programs available in high schools to interest students in a CIS career and (2) discuss case or problem-based learning as a means to provide students with the interaction they desire and show them that it is an integral part of a CIS career.

Making the Case for Case-Based Learning in Computer Information Systems

2003 ◽  
pp. 11-25
Author(s):  
Morgan M. Jennings ◽  
Charles H. Mawhinney ◽  
Janos Fustos
Keyword(s):  
High Schools ◽  
Information Systems ◽  
Problem Based Learning ◽  
Computer Information Systems ◽  
Case Based Learning ◽  
Student's Perceptions ◽  
Case Based

In this chapter, we report the results of a study comparing current student’s perceptions of computer information systems with student’s perceptions of 12 years past. We found that students continue to prefer more interaction than they perceive an IS career to provide. Given this we (1) report on some programs available in high schools to interest students in a CIS career and (2) discuss case or problem-based learning as a means to provide students with the interaction they desire and show them that it is an integral part of a CIS career.

scholarly journals What Ifs and Multi-directional symptoms PBL cases: two simple and functional adjuncts to problem-based learning materials

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Jeff Schwartz
Keyword(s):  
Medical Education ◽  
Clinical Reasoning ◽  
Problem Based Learning ◽  
New Materials ◽  
Learning Materials ◽  
Case Based Learning ◽  
Patient Presentation ◽  
Case Based ◽  
Management Issues

Although problem-based learning (PBL) is widely used in medical education for its many virtues, a number of deficiencies exist. As means of enhancing the experience of PBL for students, two relatively simple adjuncts to PBL are presented. What Ifs are short hypothetical scenarios, appended to the end of a PBL case, that require students to revisit elements of the PBL case just completed and apply their newly acquired knowledge to clinical reasoning in an altered scenario or to explore anew another dimension of the PBL case. Multi-directional symptoms PBL cases are cases where a common presenting symptom, rather than a specific pathology, is the focus of the PBL case and, following a core narrative of the initial patient presentation, a series of independent continuation narratives with appropriate histories, examination findings and investigation results, lead students to divergent diagnoses and management issues. In addition to keeping the PBL process fresh by rotating new materials regularly, these adjuncts extend the PBL process in the direction of case-based learning.

Combination of problem-based learning and case-based learning in SQL Programming for data analysis

2021 ◽  
Author(s):  
Kanoksom Chutisowan ◽  
Prekarn Trinantarat ◽  
Kongnat Ratnarangsank ◽  
Nattapong Jundang ◽  
Jirawut Suwatcharakulthorn
Keyword(s):  
Data Analysis ◽  
Problem Based Learning ◽  
Case Based Learning ◽  
Case Based

Case-Based Learning in Computer Information Systems

2005 ◽  
pp. 368-372
Author(s):  
Morgan Jennings ◽  
Charles H. Mawhinney ◽  
Janos Fustos
Keyword(s):  
Information Systems ◽  
Computer Science ◽  
Information Science ◽  
Community College System ◽  
California Community College ◽  
Computer Information Systems ◽  
College System ◽  
Case Based Learning ◽  
California Community College System ◽  
Motivating Factor

How can we retain computer information systems (CIS) students? A decline in enrollment similar to that which occurred in the 80’s (Mawhinney, Callaghan, & Cale, 1989) is the motivating factor for this question. A google™ search on declining enrollments in information systems brings up reports supporting this trend. DePaul University, for example, had increased undergraduate enrollments “in all colleges but the School for New Learning and the School of Computer Science, Telecommunications and Information Systems” (DePaul University, 2003). A report from the California Community College system listed the top 15 curricular areas of declining FTE’s (Perry, 2003); Computer and Information Science and Computer programming made the list. Our own Computer Information Systems (CIS) and Computer Science programs have fewer students enrolled.

scholarly journals Integrating competency-based education with a case-based or problem-based learning approach in online health sciences

2020 ◽  
Vol 21 (4) ◽  
pp. 683-696
Author(s):  
Ilse Johanna Sistermans
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Problem Based Learning ◽  
Health Science ◽  
Learning Activities ◽  
Learning Approach ◽  
Competency Based Education ◽  
Case Based Learning ◽  
Competency Based ◽  
Case Based

AbstractIn the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach. The effort to merge a problem- or case-based online learning approach with competency-based education offers various opportunities, while facing numerous challenges. To support these efforts, this paper aims at identifying suitable practices, as well as challenges for online course design and online learning activities for higher education health science programs, when integrating competency-based education with an online problem-based and/or case-based learning approach. It found various opportunities for online learning activities that support competency-based education, problem-based learning and case-based learning, whereas challenges relate to logistics, administration, and the affordances of an LMS.

scholarly journals Comparing Problem-Based Learning with Case-Based Learning: Effects of a Major Curricular Shift at Two Institutions

2007 ◽  
Vol 82 (1) ◽  
pp. 74-82 ◽  
Author(s):  
Malathi Srinivasan ◽  
Michael Wilkes ◽  
Frazier Stevenson ◽  
Thuan Nguyen ◽  
Stuart Slavin
Keyword(s):  
Problem Based Learning ◽  
Learning Effects ◽  
Case Based Learning ◽  
Case Based

scholarly journals PBL ou PBLs: a Customização do Mecanismo de Aprendizagem Baseada em Problemas na Educação Contábil

2016 ◽  
Vol 1 (1) ◽  
pp. 25
Author(s):  
Fábio Frezatti ◽  
Daiana Bragueto Martins
Keyword(s):  
Action Research ◽  
Problem Based Learning ◽  
Business Administration ◽  
Project Based Learning ◽  
Problem Case ◽  
Case Based Learning ◽  
Case Based

O objetivo desta pesquisa é tratar da questão da customização de técnicas alternativas do Problem-based Learning (PBL) nos cursos de graduação e de especialização. A análise volta-se para experiências docentes em que as vertentes Problem-based Learning (One-day One-problem), Case-based Learning e Project-based Learning se apresentam como elementos adicionais para o aperfeiçoamento do ambiente educacional da área de negócios, particularmente, da contabilidade, respeitando o conhecimento previamente adquirido pelos alunos e proporcionando a integração com o seu contexto profissional. Nesse sentido, o artigo contribui para o entendimento dos vários tipos de mecanismos relacionados à utilização de problemas no ensino da contabilidade. A investigação empírica aconteceu a partir da utilização da abordagem action research em meio a casos constituídos por turmas de graduação de forma a evidenciar experiências vivenciadas em disciplinas de controle gerencial ofertadas tanto no curso de graduação em Ciências Contábeis da FEA-USP como em cursos de pós-graduação lato sensu (Master in Business Administration – MBA) no cenário brasileiro. Entre os resultados da pesquisa destacam-se os seguintes fatos: a literatura não é convergente em relação a aspectos estruturais, e a aplicação do PBL não deve ser feita de uma única maneira, mas sim com formatos diferentes de abordagem, observando a maturidade dos alunos, a complexidade dos elementos considerados, o tempo disponível para a disciplina e o objetivo em si (discussão e/ou implementação da solução).

scholarly journals Problem-based learning and case-based learning in dental education

2021 ◽  
Vol 0 (0) ◽  
pp. 0-0
Author(s):  
Haiyan Wang ◽  
Jing Xuan ◽  
Lijun Liu ◽  
Xuemin Shen ◽  
Yaoyang Xiong
Keyword(s):  
Dental Education ◽  
Problem Based Learning ◽  
Case Based Learning ◽  
Case Based

scholarly journals Student’s perceptions and feedback about teaching-learning pharmacology in Nepalgunj Medical College of Chisapani, Nepal

2017 ◽  
Vol 6 (12) ◽  
pp. 2789
Author(s):  
Dabal B. Dhami ◽  
R. S. Rathor ◽  
V. K. Bhargava ◽  
Ganesh Neupane ◽  
Ritesh Singh ◽  
...  
Keyword(s):  
Clinical Pharmacology ◽  
Faculty Members ◽  
Visual Aids ◽  
Group Discussions ◽  
Cross Sectional ◽  
Medical College ◽  
Case Based Learning ◽  
Teaching Learning ◽  
Student's Perceptions ◽  
Case Based

Background: Pharmacology, being both basic and applied science, forms the backbone of rational therapeutics in medical field. Understanding of current perceptions and opinions of medical students is important for the betterment of teaching-learning methodologies in pharmacology subject. This study done with the objective to determine the perception and feedback of teaching learning pharmacology.Methods: Descriptive cross sectional questionnaire based study was conducted in Nepalgunj Medical College Chisapani, Banke Nepal, among second year MBBS students in September 2017. A questionnaire distributed in class and then collected. Data was analysed using the Statistical Package for Social Sciences (SPSS).Results: Total 119 students, 78 male and 41 females participated in this study. The percentage average of agreed responses for 15 questions (58.92±19.53) was significant (p <0.05) when compared with the percentage average of the disagreed (5.42± 5.17). Seventy three (61.3%) students agreed that pharmacology is a favourite subject but the preferences for pharmacology as a subject in post-graduation was low (18.5%). High proportion of students wanted the faculty members to make more use of Audio-Visual aids 93.3%, case based learning 96.6%, more clinical pharmacology, 97.5%, group discussions, 88.2%, integration to clinical sciences 92.4% and 82.4% prefer MCQs to be introduced in the curriculum for effective learning.Conclusions: Introduction of integrated teaching, MCQs, case based, and group based discussion with clinical pharmacology and audio-visual aids was favoured by majority of the students. Regular reviewing perception and feedback of the students help teachers to plan the curriculum and improve the teaching methodologies.

scholarly journals Evaluating and implementing an opportunity for diversity and inclusion in case-based learning

2021 ◽  
Author(s):  
Sylvie Bowden ◽  
Abirami Kirubarajan ◽  
Amira Balbaa ◽  
Inna Berditchevskaia ◽  
Sarah Freeman ◽  
...  
Keyword(s):  
Social Determinants Of Health ◽  
Social Determinants ◽  
Census Data ◽  
Medical Curriculum ◽  
Problem Based Learning ◽  
Social Identities ◽  
Diversity And Inclusion ◽  
The Social ◽  
Case Based Learning ◽  
Case Based

Implication Statement Problem-based learning (PBL) and case-based learning (CBL) often mention social identities only if this information is directly relevant to diagnosis, which can inadvertently perpetuate stereotypes in trainee learning. Using a student-developed resource entitled “Portraying Social Identities in Medical Curriculum: A Primer,” we analyzed cases for social identities, identified gaps, and proposed changes, including use of a validated name bank to reflect diversity as represented by local census data. Through this innovation, suggestions were provided to represent the social determinants of health in CBL cases. Other medical schools can use our innovation to improve the social diversity of their medical curriculums.

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