Online course

Dear colleagues! In this post I am going to share a description of my short online course on utilising case studies to teach business related modules. Hope you will enjoy reading my post. Moreover, I will leave a link to my online course, which you can use any time to enhance your knowledge in using case studies in an educational setting. 

 

The aim of the course

The aim of this course is to increase teachers’ proficiency in teaching business related modules through case study method. Teachers will learn how to design, implement, and assess real-world scenarios effectively by integrating digital tools to enhance student engagement and comprehension. 

Rationale

Nowadays using case study method in enhancing teaching method in business related subjects is becoming more and more popular in many universities all over the world. Through case studies students are engaged with real world examples, where they have to provide their own examples and solutions to understand the theories which lie behind them. From different fields including education, business, marketing, as well as medical fields, case studies are utilized to apply huge values to local companies. Hence, the case study method helps students to not only analyse the context of the case but also to increase critical thinking abilities and provide many possible solutions (Nyunyen, 2023).

According to Professor Paul Lawrence, a good case study is: “the vehicle by which a chunk of reality is brought into the classroom to be worked over by the class and the instructor. A good case keeps the class discussion grounded upon some of the stubborn facts that must be faced in real life situations.”(Lawrence, 2010). From educational perspective case studies have many advantages. They work as a link between theory and practice, providing opportunities for students to analyse problem parameters, generating ideas and making constructive assessments of the options for future actions (Beckisheva et al, 2015).

Case studies can differ in detail and length and can be utilised in various ways, according to instructor’s goals. Case study creation process is a comprehensive educational system, which is performed including number of stages:

Exploring the didactic purposes. Meaning, at this stage the purpose of the case in the structure of a course is identified. The goal must be formulated in a simple and clear way.

1. Generating a case layout.

2. Gathering relevant data.

3. Making a model of the situation.

4. Selecting the genre of the case.

5. Writing the text of the case.

6. Analysing the efficiency and accuracy of a case.

7.  Integration of a case in teaching process.

Teaching Context

The course is designed for teachers of secondary and higher levels, who teach business studies. The course is aimed to increase teachers’ perception of business concepts and their willingness to use digital tools in their teaching context. Learning online provides teachers with flexibility and accessibility while diving into various teaching environments.  

 Learning Outcomes

The online course I have developed consists of 5 Units, which are based on several  important theoretical frameworks vital to consider in teaching business through case study method.

The Learning Outcomes of the course are as follow:

1. Identify the principles and relevance of the case study teaching method in business education.

2. Develop effective case studies that promote critical thinking and problem-solving.

3. Implement case studies in the classroom to enhance student engagement and learning.

4. Assess student performance and provide constructive feedback on case study discussions and implementations.

5. Use digital tools to improve the teaching and learning of case studies.

Regarding 1^st LO of the course, it aligns with the principles of constructivism, where learners actively develop their knowledge by analysing complex real-world problem-solving cases. This helps learners to be engaged in learning process and enhance their deeper understanding in the classroom (Shah, 2019). Moreover, the course outcome is also relied on Kolb’s Experiential Learning Theory (1984), which is based on learning through experience, where learners make analyses and reflect on real-world scenarios. Therefore, allowing instructors to stimulate business problems for their learners by the utilisation of case studies.

With regards to LO 2, it is constructed according to Critical Thinking Theory. Higher-order thinking skills such as evaluation and analysis are vital in enhancing critical thinking according to Bloom’s taxonomy (1956). Therefore, designing case studies requires instructors to apply these skills into cases, fostering learners to effectively provide solutions for challenges (Popil, 2011).

The Learning Outcome 3 is based on the Theory of Social Constructivism of Vygotsky (1978) that highlights the importance of social interaction in learning process. Discussions of case studies engage learners in collaborative learning by fostering to share their perspectives and construct knowledge (Dagar and Yadav, 2016).

The next 4^th LO of the course is designed in reliance with Assessment for Learning highlighted by Black and William (1998), who underline the importance of formative assessment in enhancing learning outcomes. By utilizing rubrics and giving constructive feedback, instructors support their learners’ progresses and provide guidance for their learning.

The last LO of my online course aligns with Technological Pedagogical Content Knowledge framework that underlines the integration of technology, pedagogy, and content knowledge (Mishra and Koehler, 2006). Throughout the course teachers will have to use different online educational tools with embedded activities to enhance deeper learning with engagement. Moreover, according to Blended Learning Models developed by Graham (2006), the combination of traditional learning with the integration of digital tools enhances learning experience. Therefore, teachers will have an opportunity to learn about various online tools that they can use to engage their students and ensure a support to diverse learning styles.

 

Course activities

The course activities were designed according to the consideration of various theoretical concepts and principles. Each unit of the course includes an introduction part with presentation slides attached. Moreover, each unit includes Learning Objectives that were developed based on the Bloom’s taxonomy. Furthermore, at the end of every unit teachers will find reflection activity that supports metacognition (Flavell, 1979) and transformative learning theory (Mezirow, 1991), by allowing them to adopt ideas and plan practical implications, increasing readiness to adapt teaching practices.

The first unit of the course, includes different activities such as watching a video and answering follow-up questions, reading materials with related worksheets, and finally finishing the unit with online discussion session on Padlet and writing a reflection on overall teachers understanding of case studies. With regards to the video material, it was designed in accordance with the Theory of Cognitivism, that provides scaffolded learning to support retention (Khalid, 2015). Followed by reading material with worksheets, which is relevant to the Theory of Metacognition. Meaning, reading text with worksheets foster learners to reflect on their overall understanding of the text and activate higher-order thinking skills to ensure comprehension and long-term retention of knowledge (Moshman, 2017). The discussion  part of the unit was designed considering Social Learning Theory, where teachers are encouraged to share their opinion and provide peer feedback.

Regarding the 2^nd Unit of the course, it includes 3 types of activities such as video material with follow-up test on Jungle ai, a sample case study that teachers need to modify and upload on Canva for feedback, and a case study that teachers need to analyse and provide solutions by reading a ready case study with solution as an example. 

According to the Theory of Constructivism (Bruner, 1960) a video material with follow-up test on Jungle AI will help teachers to contextualise theoretical principles ensuring active learning. Similarly, Unit 4 includes similar activity, which was created with the help of EdPuzzle that requires teachers to watch video and answer the questions that pop up during the video. By doing test on Jungle AI and watching video on EdPuzzle, teachers get immediate feedback for correct answers through which they strengthen their knowledge and analyse areas for improvement (Theory of Behaviorism Skinner, 1954).

With regards to the sample case study provided for modification, it is based on the principles of Experiential Learning cycle introduced by Kolb (1984) the steps are related to the following cycles:

Experiencing: Where instructors modify given case study;

Reflecting: Instructors analyse how the changes made influence the Learning Outcomes;

Conceptualising: Teachers design an improved case study;

Applying: Upload material on Canva for feedback.

According to the theory of Constructivism (Siemens, 2005), the utilisation of Canva helps instructors to integrate technology into their learning process by increasing their technological readiness.

Finally, the last activity given in Unit 2, where teachers have to provide their own solution to a case study by learning a ready attached case study with solution, is based on the Theory of ZPD (Zone of Proximal Development) (Vygotsky, 1978). That is to say, the example solution provided for teachers will act as a scaffold, helping and guiding them to analyse and construct effective solutions. 

With regards to the activities of Unit 3, they incorporate key learning theories to promote critical thinking, collaboration, and reflection. 

The online Menti platform for sharing responses to given case study is constructed according to the theory of Social constructivism (Vygotsky, 1978), where teachers acquire collaborative knowledge-building through peer feedback. The Genially escape room activity with linked reading material, mirrors experiential learning theory (Kolb, 1984) by enabling teachers to learn theoretical concepts in an engaging context, while cognitive load theory (Sweller, 1988) and game-based learning (Gee, 2003) promote motivation. 

Unit 4 of the course integrates similar theories mentioned in previous units including experiential learning (Kolb, 1984) that helped to design rubric modification activity on Google docs, where teachers actively adjust the rubrics and provide collaborative feedback – social constructivism (Vygotsky, 1978). The assessment quiz on Quizziz similarly with Edpuzzle and Jungle AI activities mentioned earlier was designed on the basis of behaviorism (Skinner, 1954) through which participants actively learn and get immediate feedback, analysing mistakes.

The last unit of the course for business teachers includes various activities that incorporate several learning theories and principles to promote digital literacy and active practice.
The video material on YouTube was designed in accordance with UDL (Universal Design for Learning) principles, where the information is presented in a multimodal format to meet various learning needs. The Quizlet flashcards use retrieval practice (Roediger and Butler, 2011) to foster the understanding of the utilisation of edtech tools. The practical task on Padlet exemplifies SAMR model (Puentedura, 2010) by reinforcing reflection on the way tools can be used to foster, adjust, or transform teaching practices. Together, these tasks support SAMR and UDL principles by ensuring personalized learning practices and reinforcing higher-order thinking skills regarding the integration of technology tools. 

Benefits and challenges of using Google Classroom for my online course

Google classroom has a number of advantages as LMS for courses. While it is easy to use and navigate, Google classroom is LMS for discussion, learning resources and coursework management. Not only Google classroom is accessible anytime, it also integrates instruments like documents, slides as well as forms which enable smooth and user-friendly experience. On the other hand, it should also be mentioned that Google classroom does not provide advanced analytics in terms of learner's academic performances. In addition, it requires good internet which can be problematic in distant areas. All together, Google classroom is an affordable and effective platform for teachers to structure their online courses.

 

Link to the online course: https://classroom.google.com/c/NzMyMzgzNjg1Mzk1?cjc=3kqfl6h

Course code: 3kqfl6h

References:

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