Case Method Instruction: 25 Minutes of Discussion Can Make a Difference
Abstract
Case method instruction has been universally endorsed as an effective teaching approach, yet little empirical research provides evidence of this claim. This report describes research that investigated the importance of the discussion component of case method instruction to learning. In addition to collecting data from 182 United States Military Academy cadets, this investigation extends past research on case method instruction by incorporating the perspectives of instructors. Findings indicated that students produced better quality answers and were better able to diagnose leadership problems in the scenario after participating in discussion, even though the time allotted for discussion was relatively short. Self-reports of instructors provided corroborating evidence that the instructional approach was useful for accomplishing learning objectives and that class discussion quality was high. Additional results point to the importance of having an instructor's manual available for discussing case studies. Results also suggest that the particular case study used, "Power Hungry," generalizes from an audience of junior officers and NCOs to a cadet audience.
Document Details
- Document Type
- Technical Report
- Publication Date
- Jul 01, 2007
- Accession Number
- ADA472171
Entities
People
- Christopher L. Vowels
- Jason M. Brunner
- Julia M. Kim
- Michelle L. Zbylut
Organizations
- University of Southern California