Using Case Method to Enrich Students' Learning Outcomes

Autor/inn/en	Nkhoma, Mathews; Sriratanaviriyakul, Narumon; Quang, Huy Le
Titel	Using Case Method to Enrich Students' Learning Outcomes
Quelle	In: Active Learning in Higher Education, 18 (2017) 1, S.37-50 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787417693501
Schlagwörter	Case Method (Teaching Technique); Curriculum Enrichment; Academic Achievement; Interaction; Time Factors (Learning); Learner Engagement; Cohort Analysis; Undergraduate Students; Peer Relationship; Teacher Student Relationship; Emotional Response; Cooperative Learning; Questionnaires; Online Surveys; Performance Based Assessment; Performance Factors; Teaching Methods; Instructional Effectiveness; Foreign Countries; Vietnam + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Schulleistung; Interaktion; Kohortenanalyse; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Emotionales Verhalten; Kooperatives Lernen; Fragebogen; Leistungsermittlung; Leistungsindikator; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Ausland
Abstract	There is a need to examine the effect of using discussion cases to enrich students' learning outcomes. A research framework was created to study this multidimensional relationship, via the instruments of interactivity, students' time devotion and students' engagement in order to find which factors could improve learning outcomes, including positive group interaction and individual learning performance. The findings from three cohorts of undergraduate students of the same course indicated that interactivity with peers and with the lecturers during the case discussion in classes improved emotional engagement, which in turn positively influenced positive group interaction and individual learning performance. The study also found that students' emotional engagement was a significant factor in enriching outcomes. Although there was a lack of direct impact of interactivity on learning outcomes, there were many reasons attributed to it. The time that students devoted to the task, as a result of interactivity with the lecturer, was a significant predictor of emotional academic engagement, but it did not predict desirable learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01