This study explores the use of student-authored cases in Case-Based Learning (CBL). While traditional CBL leads to many important learning outcomes, additional benefits may be realized with the use of student-authored cases. This study compares the effects of using student-authored cases versus traditional CBL in a computer programming course in China. The findings suggest that the student-authored case approach led to better understanding of course concepts, problem solving, and course performance compared to the traditional CBL approach. Thus, instructors might consider the use of student-authored cases a viable alternative to implementing case-based learning.
|Journal||Journal of Higher Education Theory and Practice|
|State||Published - Oct 2019|