TY - JOUR
T1 - An Alternative Approach to Case-Based Learning
T2 - The Use of Student-Authored Cases
AU - Wang, Kai
AU - Cappel, James
AU - Huang, Zhenyu
AU - Zhao, Hong
N1 - Publisher Copyright:
© 2019, North American Business Press. All rights reserved.
PY - 2019
Y1 - 2019
N2 - 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.
AB - 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.
KW - Active Learning
KW - Case-based Learning
KW - Student-authored Cases
UR - http://www.scopus.com/inward/record.url?scp=85092000494&partnerID=8YFLogxK
U2 - 10.33423/jhetp.v19i6.2311
DO - 10.33423/jhetp.v19i6.2311
M3 - Article
AN - SCOPUS:85092000494
SN - 2158-3595
VL - 19
SP - 140
EP - 154
JO - Journal of Higher Education Theory and Practice
JF - Journal of Higher Education Theory and Practice
IS - 6
ER -