The use ofcase studies in online courses has been shown to promote critical thinking skills and the ability to transfer these skills to real-life situations, but there can be real challenges with using case studies online. As Joni Dunlap puts it: "My students -- in a professional preparation graduate program -- really push back against case-based exercises. Their position is that they prefer to work on projects from their workplace." This week, Xiaojing Liu discusses her research into designing and facilitating effective case studies. She identifies a number of practices from a review of 27 online MBA courses at the Kelley School of Business, University of Indiana.
- Length: 39:05 minutes (17.89 MB)
- Format: MP3 Mono 44kHz 64Kbps (CBR)
Xiaojing Liu, Senior Research Analyst at Kelley Business School, Indiana University, joins us this week to discuss how to design effective online cased-based learning courses. Drawing on her research into cased based-learning startegies used in an MBA program, Dr. Liu considers the benefits and challenges of case-based learning from both a student and faculty perspective. Some insightful commments in the chatroom as well.
A review of case-based learning practices in an online MBA program: A program-level c ase study 
Available on the Web 
Jul 9, 2010 10:02:40 AM - IDL 23: CASE-BASED LEARNING
10:34 - Marlene
11:12 - Roey Hilliard
12:08 - Marlene
16:00 - Robert
16:24 - Robert
This should be a Review of Case Based Learning in an MBA program
18:43 - Jennifer
so ... the case requires discourse among students (in discussion forum) .. how are students assessed? Participation in forum? a final write up? other?
20:05 - technolanguages
20:40 - Marlene
20:41 - Jennifer
is there support that "more multimedia" equates to better instruction?
20:53 - Jennifer
"more effective" instruction that is
23:00 - Joni
My students -- in a professional preparation graduate program -- really push back against case-based exercises. Their position is that they prefer to work on projects from their workplace. Have you found this with groups you have worked with? Maybe more appropriate for undergraduate programs in which students are not already in the profession?
24:08 - Jennifer
@joni ... yes ... wondering same ... placing case within a context of relevance to student vs "generic" scenerio embedded in template case
27:07 - Joni
@jennifer I love cases because it makes it easier for me to facilitate and assess. When students work on their own projects, I have to work a lot harder on developing shared criteria and assessments that are appropriate across the diverse projects. But, it's worth it -- relevance, quality, application, project has a life outside the classroom. Maybe mini-cases are a way to go with these types of student groups -- mini cases in support of their workplace (or service learning) projects.
30:22 - Joni
Another issue a colleague has shared with me has to do with her experience of cases online vs. in a classroom. She loves cases for her on-campus educational psychology courses, but really dislikes them online. I wonder if it is the difference between the use of asynchronous vs. synchronous tools? In the classroom it is all happening in real time, and maybe if she used more synchronous tools in her online courses she'd like cases there as well????
31:51 - Robert
Here is an example rubric: http://ublib.buffalo.edu/libraries/projects/cases/teaching/justice.html  for peer evaluation
32:40 - technolanguages
Hi there. Loved the link.
32:56 - Jennifer
@joni ... wonder if that has to do with all the usually problems with asynch. discussions ("me, too" reponses, lack of critical discourse among peers, rarely moving beyond "share / compare" to a discussed evaluation)
34:18 - Robert
36:10 - Joni
@jennifer Yes, I think you are correct about that. Also, I think there is power in the quick-fire, organic, back-and-forth that happens when students work on a case study in an on-campus space.
37:13 - Joni
So, both issues may be addressed by appropriate use of synchronous tools.
37:47 - Marlene
Perhaps small group discussions vs. whole group discussion is a factor to consider also.
38:09 - Joni
Or, at least, strategically timed use of synchronous tools, with asynchronous tools in support of more reflective aspects of processing.
39:46 - Marlene
Excellent point, Joni.
39:47 - Joni
@marlene Yes, that seems an important consideration. You want enough folks in the group to represent a range of perspectives. Plus, assuming the case study is authentic, then the complexity warrants more people involved (4 or 5???)
42:29 - Robert
Thought I would share a little tool for collaborative problem solving: http://a.freshbrain.com/solvr/ 
43:50 - technolanguages
Must be a good tool. New to me. :-)
45:09 - Jennifer
thank you for joining us today!
45:50 - technolanguages
45:53 - Jennifer
45:58 - Cammy Bean
46:03 - technolanguages
46:06 - Marlene
Thanks for another good discussion.
46:08 - Joni
Thank you! Enjoy your weekend!
46:16 - Charlie Wellenstein