Case studies allow students to analyze a realistic situation in a vivid context, usually fostering quality instruction and interaction. When utilizing case studies in a hybrid format, consider what parts of the assignment can be done before, during and after the face-to-face class.
Application
Before class…
You may want to consider having students prepare by reading/analyzing the case. To ensure students come to class prepared it is suggested that they are held accountable for the material in the case study by having a quiz, worksheet, submitted synopsis in their own words, or similar assignment before the start of class.
During class…
Class time can be used to hold discussion around the case study. The discussion could be instructor or student (individual or group) led. Class time can also be used to use direct instruction on parts of the case that appear to be difficult or make connections between the case and the course content.
After class…
The students can continue the conversation by utilizing online discussion forums and/or submitted reflections. You could also have the students revise and resubmit their case study analysis.
To learn more about using Case Studies, visit the Resources for Case Writing webpage on the Schreyer Institute for Teaching Excellence website, as well as, their report on The Case Study.
Using Case Studies in a Video Conferencing Format
The video conferencing environment provides options in using case studies in the face-to-face sessions; however, careful planning for proper execution is important. Options for using case studies include:
Low Tech The instructor verbally communicates all content of the case. The case is read online prior to the face-to-face session. |
High Tech The instructor uses media, such as videos, to introduce the situation. Students use the video conferencing equipment or personal media devices to discuss solutions in groups. |
Low Engagement The instructor lectures about the case and provides possible solutions. This process may also involve students volunteering answers when called upon. After discussing the contents of the case, student solutions are given as homework essay assignments. |
High Engagement The case study is presented to the class. Students are put into collaborative groups to discuss and present a solution to the class. |
What Would You Do? (Self-Assessment)
In the following scenario, decide how best to use case studies in a video conferencing format.
Situation:
This week in your Marketing hybrid course, your class is studying cases that discuss how small companies survive economic downturns. Each campus location that has students has between three and six students participating. In addition, there are tend students attending at home remotely. At each campus sites and two groupings of students at home, students will discuss their solutions as a group, and then they will present their solutions to the class after a 15-minute discussion. There is an instructor computer at the front of each classroom and you’d still like to see the students produce some kind of visual aid to share. After all groups have presented their solutions, the class will have a discussion facilitated by the instructor but focused on student involvement.
Question:
How can the students in classrooms create and share a visual aid? What is the best approach for those students working remotely to do this too? Also, how can you use the video conference equipment to facilitate the discussion?
Possible Answers:
Classroom Visual Aid Option: Students can use the document camera to share a handwritten/drawn visual aid. The document camera is capable of showing high resolution images, including three-dimensional objects.
Online Collaboration Visual Aid Option: Students attending at their own location, can use online whiteboarding tools to share a digitally drawn visual aid. Then screensharing can be done to share it to the entire class. Resources for this include:
- Web-Based Whiteboarding Tools: Google Jamboard and Microsoft Whiteboard
- Flexible Instruction Teaching Guide: Using a Whiteboard for Remote Instruction
Discussion Option: When students are taking part in a discussion that is only facilitated by the instructor, consider ensuring that all students are muted. When having class-wide discussion consider switching camera views, is possible, so that all camera angles are of the students including at the location the instructor is at. This then sets-up a dynamic that all students are now on camera and can address each other “face-to-face.”