UNCO_LE@RN Experiences Using Learning by the Case Method

The study of real-world situations. What would you do? How does this relate to our coursework? Why does it matter?

Face-to-Face vs Virtual Discussion

From personal experience the author of this module, Dimitrov (2023), discovered that LBCM discussions work differently in face-to-face classes compared to both synchronous and asynchronous course designs. Here are some key differences:

Besides the usual benefits and drawback inherent in the rich in-person (e.g. same time, same place, face-to-face) course modes, undergraduate students have a hard time participating with quality critical thinking comments on the spot in class. They also tend to socially loaf more. Self-conscious adult learners, including upper level undergraduates and graduate students, are better suited to case learning. The discussion interaction follows the case Teaching Notes, as well as any new student examples and suggestions. The feedback is immediate from both professor and peers. Small group preparation is easier when getting ready for a class-wide summary.
Synchronous (e.g., same time, different place, virtual platform) course modes have the disadvantage that students tend to stay face-anonymous. Usually, only their names are displayed on the screen. Faculty can encourage faces by not recording virtual synchronous sessions. The semi-anonymity can also be positive due to increased personal vesting and quality insights offered in the discussions. Psychological safety is increased due to the saving face component of the virtual mode. It can be difficult to extrinsically motivate some students to come prepared for the case discussion. Small group pre-discussion conversations about the case are also difficult to execute because faculty cannot monitor, nor facilitate, all mini-breakout rooms simultaneously. Frequent faculty summaries of what was said so far and prompt questions can get students back on track and focused on the case discussion questions. Faculty can use the HBSP Teaching Notes or prepare other discussion questions better suited to the study plan of the course.
Asynchronous (e.g., different time, different place, virtual flexible) course modes includes more rigorous writing investment on behalf of students. The discussion questions work like mini-essays that students need to reflect on, collect material, and structure together. The interaction between students and faculty, as well as among students, is difficult because students have no patience to read other responses similar to theirs until they find an engaging alternative idea. The interaction tends to be more shallow and faculty should constantly encourage quality responses that include questions, suggestions, analogies, personal experiences, and reading suggestions. Depth can be achieved more easily due to the flexible preparation and deeper research that aims at responding to the questions posed. If faculty are strict, and they grade all portions of the discussion forum, students learn what to expect and they get accustomed to the requirements. Every faculty member can establish their own rubric to evaluate the quality of written posts, their frequency, due date, and the interaction between students.