Real-World Lessons: Why Instructional Designers Need Case-Based Learning

For centuries, learning has taken place through observation. Children observe their parents and eventually form their families, applying the lessons learned to shape those family dynamics. This approach of learning by example and through others' experiences remains a sensible method for acquiring knowledge and skills, such as analytical thinking, for future practitioners, just as it has been within families for generations. However, these experiences can sometimes lead to success and failure, making it challenging for individuals to recognize the value of sharing their experiences as learning opportunities for others. Jonassen (2006) explains that case-based learning (CBL), case-based instruction, case studies, problem-centered instruction, and problem-based teaching are various forms of problem-solving learning in a formal educational setting using cases. Ashbaugh & Kasten (as cited by Ertmer & Russell, 1995) suggest that case-based instruction has been part of professional preparation programs to bridge the gap between classroom learning and practical application for over a century. Evidence shows that the CBL instructional method is prevalent in teaching and learning within business schools (Lee et al., 2009). However, very few cases are available to support the instructional design profession. Case development is limited in instructional design, whereas other fields heavily incorporate cases into course design.

For years there has been confusion over the definition of case-based learning (CBL). Jonassen (2006) argues content and form, and the function is essential to CBL. However, content and form may not have merit to a problem because it addresses the solution while the problem remains unidentified (Jonassen, 2006). The content and form represent the situation being studied or reviewed to solve or avoid a potential problem. In agreement with Jonassen, it is paramount that the case’s function is determined in advance of the content. Understanding how the case is to function in learning is important. In his research on the topology of CBL, Jonassen (2006) examines the usefulness of Merseth’s Three Categories of Cases, 1) exemplars, 2) analysis, and 3) personal reflection where he extends the use of two of Merseth’s categories to create a topology of case instruction application. Jonassen (2006) argues cases as exemplars for providing advice, analysis in case-study, and problems to solve. Jonassen and Hernandez (2002) posit stories can be used as a task analysis tool and as an instructional aid in the form of case-based teaching. There are many variations of the definition of case-based practice for teaching, instruction, learning and reasoning, but they all lead back to one common theme sharing of a knowledge and experience.

In the business field, a significant amount of learning is derived from the regular use of case analysis. Students are expected to understand real-life business practices through both the success and failure of companies and professionals. In my experience as a business professional, I reviewed and analyzed cases while in college studying business, and I occasionally use case study in my professional career. On-the-job, I use cases for legal and employment matters, and often to support disciplinary actions. I have also subscribed to a bulletin called the Manager’s Legal Bulletin designed to inform managers of workplace legal issues to avoid costly litigations such as wrongful termination, illegal performance appraisals, sexual harassment, and equal employment violations using case study illustrations. Cases are relevant for gaining knowledge and understanding about a subject.

As described by Harvard School of Business, cases are actual business situations (Corey, 1996). If cases are business situation one could argue the investment of education for an instructional designer, instructional design of activities and sharing of experiences are all business situations where experiences both positive and negative are sharable. Regardless of the outcome of the business situation matriculating into profession or working to enhance knowledge can be learned from analysis cases of practitioners in all fields including business, medicine, aerospace, law and instructional design. The fundamental question is would we want a surgeon to operate or a lawyer to try a case without having studied a real-life experience? Probably not. So, why would we want to develop instructional designers who do not have an opportunity to learn from the experience of instructional designers in the field. CBL is critical to providing a real-life observation and should be adopted as practice by instructional designer when appropriate.

References

Corey, R., “The Use of Cases in Management Education,” Harvard Business School Case No. 376-24.

Ertmer, P., & Russell, J. (1995). Using Case Studies to Enhance Instructional Design Education. Educational Technology,35(4), 23-31.

Jonassen, D. (2006). Typology of Case-Based Learning: The Content, Form, and Function of Cases. Educational Technology, 46(4), 11-15.

Jonassen, D. H., & Hernandez-Serrano, J. (2002). Case-based reasoning and instructional design: Using stories to support problem solving. Educational Technology Research and Development, 50(2), 65–77.

Lee, S., Lee, J., Liu, X., Bonk, C. & Magjuka, R. (2009). A Review of Case-based Learning Practices in an Online MBA Program: A Program-level Case Study. Educational Technology & Society. 12. 178-190.