Case-based learning allows students to develop higher-order critical thinking, problem-solving, synthesis, analysis, and communication skills by engaging with a realistic scenario in service of practicing course skills and concepts. Case studies are valuable tools for any class that combines asynchronous and synchronous learning. Indeed, some research (e.g., Webb, Gill, & Poe, 2005) suggests that a multimodal delivery model may be ideal for case study-based work, with the combination of synchronous and asynchronous elements enabling students to participate more fully in cases. In the first half of this piece, we outline some key considerations for using case studies in a multimodal course. In the second half, we make targeted recommendations for effectively prepping, facilitating, and reflecting on your multimodal case studies.
Case Study Considerations
Will students work in groups?
Though case studies do not require group work (students can complete case studies individually), they often work best as group assignments, allowing students to collaborate on tackling complex, authentic tasks and developing skills across multiple dimensions of learning (Long & Koehler, 2021). Collaborating on a case study can also promote peer-to-peer and student-to-instructor interaction. Imagine how connected you might feel with a group of people with whom you have chatted about a topic, versus a group of people with whom you have solved a challenging and pressing problem. The connections that students develop with their case study teams increase community and social presence, two factors that have been shown, in turn, to increase student satisfaction and perceived learning in courses with asynchronous online elements (Akcaoglu & Lee, 2016; Eastman et al. 2016; Miskovic & Lyutykh, 2017; Richardson et al., 2017).
How will the case work be structured?
Good multimodal course design means structuring case studies to take advantage of the relative benefits of both synchronous and asynchronous course elements. Margolis et al. (2017), for example, recommend using synchronous sessions for collaborative and application-based work and asynchronous elements (i.e., announcements, course pages) to focus their face-to-face efforts. Herreid and Schiller (2013) suggest using readings and videos to introduce key concepts and vocabulary and then using formative quizzes delivered online to help students self-assess in preparation for instructor-mediated collaborative analysis in synchronous sessions. Farmer (2020) suggests designing different elements based on students’ varying levels of autonomy: their level, ability, the novelty of the material, etc. The parts of the case that require supervision may be best delivered in synchronous sessions; the parts that capacitate, or even aim to increase, student autonomy can be delivered asynchronously (see also Henriksen et al., 2014).
How will the case support learning objectives?
When designing a multimodal case study, instructors should consider how synchronous and asynchronous elements can maximize learning benefits. There is no one-size-fits-all approach to case-based learning, and different approaches suit different objectives. Per Pilz and Zenner (2018), for example, students could be asked to “identify hidden problems and find solutions,” or “analyze a given solution with respect to given problems and information” (p. 328).
How will the case be facilitated?
However a case is delivered (synchronously or asynchronously), research suggests that effective facilitation is a critical factor in the success of active, collaborative learning. Long and Koehler (2021) found that student engagement improved when facilitators succeeded in creating a warm, non-threatening, and well-organized space for interaction and encouraged all students to participate. “The facilitator,” they note, “must scaffold the discussion by supporting students’ conceptual understanding, moving students from problem identification to solution generation, and promoting students’ willingness to participate and interact actively” (p. 222). McCarron et al. (2021) found that providing clear guidance and instructions and clearly communicating expectations were key factors in the success of collaborative case studies.
Research-Backed Recommendations
Be intentional about synchronous and asynchronous components.
Look for ways to incorporate both asynchronous and synchronous elements into collaborative work and ensure that the different parts of the assignment are complementary. For example, consider introducing key concepts or even the case itself through asynchronous video or text delivery, leaving more time in synchronous sessions for collaborative analysis. Asynchronous discussion boards can be used for further individual reflection and sharing.
Make sure case study objectives are clearly defined and aligned with module and course-level objectives.
Aligning your case study and course objectives can help you to ensure that your cases are relevant and distinct from those used in other courses in the program. The best case studies translate to real-world contexts and provide opportunities for collaborative work on complex problems that produces meaningful deliverables. Once you are happy with your objectives, reinforce them in synchronous sessions and asynchronous course spaces, and ensure that students have access to all the resources they need to meet them.
Provide clear instructions and grading criteria.
What is the deliverable? What form should it take? Should it be directed to a specific audience? How long should it be? Consider using rubrics both to clearly communicate expectations and to assist with grading.
Be thoughtful and present with facilitating collaborative case work.
However you decide to facilitate your case study, focus on creating a positive, non-threatening learning environment. Provide active feedback by challenging students to think critically about their observations and analyses and highlighting strong contributions. Encourage participation by all students.
References
Akcaoglu, M., & Lee, E. (2016). Increasing social presence in online learning through small group discussions. International Review of Research in Open and Distributed Learning, 17(3), 1-17.
Bento, R., & Schuster, C. (2003). Participation: The online challenge. In A. Aggarwal (Ed.), Web-based education: Learning from experience (pp. 156-164). Idea Group Publishing.
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Farmer, H. (2020, Aug. 18). 6 models for blended synchronous and asynchronous online course delivery. Educause Review.
Long, Y. and Koehler, A. A. (2021). Student participation and interaction in online case-based discussions: Comparing expert and novice facilitation. Online Learning Journal 25(4), 220-246.
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McCarron, G. P., Olesova, L., & Calkins, B. (2021). An exploratory examination of student-led, asynchronous collaborative online discussions in fostering higher-order cognitive skills and ethical leadership training. Online Learning Journal ,25(4), 198-219.
Miskovic, M., & Lyutykh, E. (2017). Teaching qualitative research online to leadership students: Between firm structure and free flow. The Qualitative Report, 22(10), 2704-2721.
Pilz, M., & Zenner, L. (2018). Using case studies in business education to promote networked thinking: findings of an intervention study. Teaching in Higher Education, 23(3), 325–342.
Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402–417.
Webb, H.W., Gill, G. & Poe, G. (2005). Teaching with the case method online: Pure versus hybrid approaches. Decision Sciences Journal of Innovative Education, 3(2).
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