Benefits and challenges of implementing case-based instruction: A student perspective
Case-based instruction has been found to increase student engagement and motivation in engineering classrooms. However, there is a lack of qualitative in-depth examination of student perceptions of the use of cases in engineering. The current study examined undergraduate engineering students' perceptions of implementing case studies in a mechanical engineering course, what aspects of case studies were beneficial and what aspects were challenging. Twenty-seven students enrolled in an undergraduate mechanical engineering course were interviewed using a semi-structured protocol. The interview protocol asked students about their experiences when learning from cases in the course. The interviews were transcribed and coded to develop categories and themes related to student views about cases. The interviews produced a rich set of qualitative data, which suggested that students found cases to be beneficial with regards to allowing them to see real world application of course concepts. Students also reported some challenging aspects of learning from cases, such as frustrations with the ill-structured nature of cases and the inefficient use of class time when using cases. Cases offer a potential mechanism to engage students in the classroom, but face resistance and challenges. Hence, it becomes important for instructors to carefully engage students in the case study approach.
Duke Scholars
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- Education
- 40 Engineering
- 39 Education
- 13 Education
- 09 Engineering
Citation
Published In
ISSN
Publication Date
Volume
Issue
Start / End Page
Related Subject Headings
- Education
- 40 Engineering
- 39 Education
- 13 Education
- 09 Engineering