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Case Based Learning

What is Case-Based Learning?

Cases are real-world scenarios or problems presented to students. These require analysis, collaboration, group discussion and the planning of, completion and communication of tasks to create solutions, resolutions, or outputs. Case-based learning is well-established in universities to promote critical thinking and deepen subject knowledge, particularly in medicine and engineering (Edutopia,2023).

In this section, principles of Case Based Learning are introduced. Self-guided resources are:

  • Learning approach: how learning takes place in Case Based Learning, and the role of teacher and student in the classroom process.
  • Video: Case Based Learning: in this 2-minute US video, the principles of using case studies and group work in high school to understand precedents set, past mistakes made, and successful solutions achieved (K. Patricia Cross Academy,2019)
  • Explore further: Additional resource links and videos to explore to support Case-Based Learning.

Quick Links for Case Based Learning 

Learning approach: Cases tell a story or set a problem. Learning is based on collaborative problem-solving, based on a real word scenario. A typical case might be:

  • a decision-maker who shares their problem or dilemma with the group.
  • the case context – through description or visual.
  • data to support analysis- this can be multimedia and in ‘real world’ forms e.g., news article transcripts letters, leaflets, maps.

Students discuss scenarios in depth. These are real-world examples of problems, or projects, which require the application of subject knowledge and skills to suggest resolutions or project outputs. The use of central characters allows students to build empathy for and understanding of different standpoints (Boston University,2023).

Using case-based approaches: In this 2-minute US video, KP Cross Academy explain the principles of using case studies and group work in high school to understand precedents set, past mistakes made, and successful solutions achieved (KP Cross Academy,2019).

Understanding cases: In the following 1-minute video, the principles of a case are described (Hearle, D.2021).

Case-based learning process can be considered as a cycle:

Case Based Learning Process

For example, a case study may explore the actions of a local community trying to reduce food waste, or a wildlife group wanting to introduce beavers to a local area. Case studies must be recent to retain relevance. Any scenario must give sufficient scope for students to use and demonstrate subject knowledge, language, and skills, and provide some aspect of conflict.

The teacher introduces the ‘case’ through written material and /or video. The introduction of the case needs to capture student interest and be relevant to the subject and student experience. Cases link to learning objectives and can be simply ‘what would you do in this scenario?’ to a more complex set of information that requires analysis and task-based steps to produce a resolution or output. Outcomes will depend on the course learning requirements and can be individual or group, and in one, or more lessons. Cases need careful planning, group members need to be clear about their roles and expectations, and sessions paced. The teacher acts as a facilitator, using questioning, collaborative work and discussion and feedback, presenting new subject information that the group needs to build into their tasks, and modelling thinking processes to ensure lessons move at pace with learning coverage. Teachers require adequate time for preparation and session planning, including the support for individual students to ensure all learners contribute and learn (Edutopia, 2023; Yale, 2021).

Case studies allow students to use inductive reasoning, using real-life examples to draw knowledge from their experiences as well as subject knowledge, rather than build deductively from subject material alone. Cases should be capable of provoking conflict -how individual views and experiences are valid and why. Cases need to force the group to decide on a course of action, be general and open-ended, and be short, so the focus is on the problem-solving steps the case provokes and discussion and decision of those steps. Students build questioning and analytic skills by exploring the case study. Problem-solving may require compromise and understanding different viewpoints, or innovative solutions. Rubrics can support outputs (Edutopia, 2023; Yale, 2021).

Explore Further: Resources to support Case Based Learning

In this 12-minute Todd Talk (2021) video, case-based learning processes in the classroom are explored.

Using case studies to teach

Boston University Center for Teaching & Learning (2023)

Making Learning Relevant with Case Studies

Edutopia (2023)

Case based learning

Yale Poorvu Center for Teaching and Learning (2021)

Instructor’s Guide

KP Cross Academy (2023)

Advantages: Case-based learning approaches allow students to directly apply their learning to real-world problems, meaning knowledge and skills have relevance and significance. Student-led discussion builds empathy, oral skills, and communication, as students begin to understand the complexities of real-world problems.

Cautions: Cases should be short, reflect student subject knowledge already taught, or the planned introduction in the session. Cases should be open-ended to promote dialogue, and relatable to students’ life experiences to ensure access. Session timings, group dynamics and tasks need careful planning by the teacher to ensure students learn and contribute through shared group tasks. This has implications for teacher preparation time and allocation of in-class support.