An Alternative Approach to Case-Based Learning: The Use of Student-Authored Cases

Authors

  • Kai Wang Nankai University, China
  • James Cappel Central Michigan University
  • Zhenyu Huang Central Michigan University
  • Hong Zhao Nankai University, China

DOI:

https://doi.org/10.33423/jhetp.v19i6.2311

Keywords:

Higher Education, Student-authored Cases, Case-based Learning, Active Learning, computer programming course, China

Abstract

This study explores the use of student-authored cases in Case-Based Learning (CBL). While traditional CBL leads to many important learning outcomes, additional benefits may be realized with the use of student-authored cases. This study compares the effects of using student-authored cases versus traditional CBL in a computer programming course in China. The findings suggest that the student-authored case approach led to better understanding of course concepts, problem solving, and course performance compared to the traditional CBL approach. Thus, instructors might consider the use of student-authored cases a viable alternative to implementing case-based learning.

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Published

2019-10-15

How to Cite

Wang, K., Cappel, J., Huang, Z., & Zhao, H. (2019). An Alternative Approach to Case-Based Learning: The Use of Student-Authored Cases. Journal of Higher Education Theory and Practice, 19(6). https://doi.org/10.33423/jhetp.v19i6.2311

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Section

Articles