Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement

Autor/in	Krain, Matthew
Titel	Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement
Quelle	In: Journal on Excellence in College Teaching, 27 (2016) 2, S.131-153 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-4800
Schlagwörter	Learner Engagement; Student Attitudes; Academic Achievement; Case Method (Teaching Technique); Teaching Methods; Problem Based Learning; Case Studies; Pretests Posttests; Research Design; Active Learning; International Relations; Student Surveys; Politics of Education; Sanctions; Likert Scales; Comparative Analysis; Financial Exigency; Control Groups; Knowledge Level; Achievement Gains; Statistical Analysis; Foreign Countries; College Students; Burma; Cuba; Nicaragua; Peru; Tanzania; United States; Zambia + Suchen Sie Ihr Suchwort? Schülerverhalten; Schulleistung; Case method; Fallmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Problem-based learning; Problemorientiertes Lernen; Case study; Fallstudie; Case Study; Forschungsdesign; Aktives Lernen; Internationale Beziehungen; Schülerbefragung; Educational policy; Bildungspolitik; Sanction; Sanktion; Likert-Skala; Finanzielle Härte; Wissensbasis; Achievement gain; Leistungssteigerung; Statistische Analyse; Ausland; Collegestudent; Kuba; Tansania; USA; Sambia
Abstract	This study revisits case learning's effects on student engagement and assesses student learning as a result of the use of case studies and problem-based learning. The author replicates a previous study that used indirect assessment techniques to get at case learning's impact, and then extends the analysis using a pre- and post-test experimental design to test whether case learning tools yield differential learning gains. Results confirm that while active learning does not lead to greater knowledge gains, it does often lead to different types of learning gains. Case-based materials led students to recall more about the texts used, and learn more about the cases being examined, and helped students gain a better understanding of central ideas and theoretical concepts than did control units without case-based approaches, confirming much of the previous research in this area. (As Provided).
Anmerkungen	Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.celt.muohio.edu/ject/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01