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ERIC Number: EJ1070008
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 13
Guidelines for Using Case Studies in the Teaching-Learning Process
McFarlane, Donovan A.
College Quarterly, v18 n1 Win 2015
In this paper, the author expresses concerns regarding the extensive use of case studies in the college classroom and advises college and university faculties to be more careful in their selection and use of case studies as an effective-based method of teaching. The author communicates the important role that case studies play in teaching and learning, viewing the case study method as adding innovation and reinforcing concepts and ideas learned, and creating simulation for real world practical application. Several challenges in using case studies are identified and the author recommends several principles and characteristics of effective case studies as a guide for college and university faculty. A student-centered approach to selecting and using case studies is encouraged. This, according to the author, will help to create active learners who are motivated. The author encourages focusing on factors or characteristics such as relevance, content-specificity, concurrency, and practicality when deciding to use case studies in the classroom or instruction. Finally, the author discusses several considerations, guidelines, and recommendations in using case studies, and summarizes the overall implication for instructional philosophy.
Descriptors: Case Studies, Case Method (Teaching Technique), Guidelines, Higher Education, Colleges, Student Centered Curriculum, Active Learning, Relevance (Education), Questioning Techniques, Teaching Methods
Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A