I talk about what a case study as an engagement technique is, how to design and use it effectively, how it transformed my learning as a learner, why I chose it, pros and cons of using this engagement technique, the role of student and instructor in case study.
References:
Allen B, Crosky A, Mcalpine I, et al. (2006) A blended approach to collaborative learning: Can it make large group teaching more student-centred? In: Proceedings of the 23rd annual ASCILITE conference: Who’s learning? Whose technology? 3-6 December, Sydney University Press; Sydney, NSW, Australia, pp. 33–42
Bandura, A. (1971). Social learning theory. New York: General Learning Press.
Kolb, D. A. (1984). Experimental learning: Experience as the source of learning and development. Enlewood Cliffs, NJ: Prentice Hall.
Maiden, B., & Perry, B. (2011). Dealing with free‐riders in assessed group work: results from a study at a UK university. Assessment & Evaluation in Higher Education, 36(4), 451-464.
Rose, J. D. (2022, July 8). Diverse perspectives on the groupthink theory – A literary review. Regent University.
Seshan, V., Matua, G. A., Raghavan, D., Arulappan, J., Al Hashmi, I., Roach, E. J., Sunderraj, S. E., & Prince, E. J. (2021). Case Study Analysis as an Effective Teaching Strategy: Perceptions of Undergraduate Nursing Students From a Middle Eastern Country. SAGE open nursing, 7, 23779608211059265.
Strong, J. T., & Anderson, R. E. (1990). Free-riding in group projects: Control mechanisms and preliminary data. Journal of marketing education, 12(2), 61-67.
