Which of the following is a disadvantage of the case problem method of teaching?

Advantages of Case Study Method of Data Collection

Following are the advantage of case study Method

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Advantages of Case Study Method of Data Collection
Disadvantage of Case Study Method of Data Collection
What is the value of the case method?
What are some ways to use the case method appropriately?

Intensive Study. Case study method is responsible for intensive study of a unit. It is the investigation and exploration of an event thoroughly and deeply.
No Sampling. It studies a social unit in its entire perspectives. It means there is no sampling in case study method.
Continuous Analysis. It is valuable in analyzing continuously the life of a social unit to dig out the facts.
Hypothesis Formulation. This method is useful for formulation of hypothesis for further study.
Comparisons. It compares different type of facts about the study of a unity.
Increase in Knowledge. It gives the analytical power of a person to increase knowledge about a social phenomena.
Generalization of Data. Case study method provides grounds for generalization of data for illustrating statistical findings.
Comprehensive. It is a comprehensive method of data collection in social research.
Locate Deviant Cases. The deviant cases are these units which behave against the proposed hypothesis. So, it locate these deviant cases. The tendency is to ignore them but are important for scientific study.
Farming Questionnaire or Schedule. Through case study method we can formulate and develop a questionnaire and schedule.

Disadvantage of Case Study Method of Data Collection

Case study method has the following disadvantages

Limited Representatives. Due to as narrow focuses a case study has limited representatives and generalization is impossible.
No Classification. Any classification is not possible due to studying a small unit.
Possibility of Errors. Case study method may have the errors of memory and judgment.
Subjective Method. It is a subjective method rather than objective.
No Easy and Simple. This method is very difficult and no layman can conduct this method.
Bias Can Occur. Due to narrow study the discrimination & bias can occurs in the investigation of a social unit.
No Fixed Limits. This method is depend on situation and have no fixed limits of investigation of the researcher.
Costly and Time Consuming. This method is more costly and time consuming as compare to other methods of data collection.

Cases are narratives, situations, select data samplings, or statements that present unresolved and provocative issues, situations, or questions (Indiana University Teaching Handbook, 2005). The case method is a participatory, discussion-based way of learning where students gain skills in critical thinking, communication, and group dynamics. It is a type of problem-based learning. Often seen in the professional schools of medicine, law, and business, the case method is now used successfully in disciplines such as engineering, chemistry, education, and journalism. Students can work through a case during class as a whole or in small groups.

In addition to the definition above, the case method of teaching (or learning):

Is a partnership between students and teacher as well as among students.
Promotes more effective contextual learning and long-term retention.
Involves trust that students will find the answers.
Answers questions not only of “how” but “why.”
Provides students the opportunity to “walk around the problem” and to see varied perspectives.

(Bruner, 2002, and Christensen, Garvin, and Sweet, 1991)

What is the value of the case method?

Bruner (1991) states that the case method:

Is effective: It employs active learning, involves self-discovery where the teacher serves as facilitator.
Builds the capacity for critical thinking: It uses questioning skills as modeled by the teacher and employs discussion and debates.
Exercises an administrative point of view: Students must develop a framework for making decisions.
Models a learning environment: It offers an exchange and flow of ideas from one person to another and achieves trust, respect, and risk-taking.
Models the process of inductive learning-from-experience: It is valuable in promoting life-long learning. It also promotes more effective contextual learning and long-term retention.
Mimics the real world:Decisions are sometimes based not on absolute values of right and wrong, but on relative values and uncertainty.

What are some ways to use the case method appropriately?

Choose an appropriate case

Cases can be any of the following (Indiana University Teaching Handbook, 2005):

Finished cases based on facts; these are useful for purposes of analysis.
Unfinished open-ended cases; where the results are not clear yet, so the student must predict, make suggestions, and conclusions.
Fictional cases that the teacher writes; the difficulty is in writing these cases so they reflect a real-world situation.
Original documents, such as the use of news articles, reports, data sets, ethnographies; an interesting case would be to provide two sides of a scenario.

Develop effective questions

Think about ways to start the discussion such as using a hypothetical example or employing the background knowledge of your students.

Get students prepared

To prepare for the next class ask students to think about the following questions:

What is the problem or decision?
Who is the key decision-maker?
Who are the other people involved?
What caused the problem?
What are some underlying assumptions or objectives?
What decision needs to be made?
Are there alternative responses?

Set ground rules with your students

For effective class discussion suggest the following to your students:

Carefully listen to the discussion, but do not wait too long to participate.
Collaboration and respect should always be present.
Provide value-added comments, suggestions, or questions. Strive to think of the class objective by keeping the discussion going toward constructive inquiry and solutions.

Other suggestions

Try to refrain from being the “sage on the stage” or a monopolizer. If you are, students are merely absorbing and not engaging with the material in the way that the case method allows.
Make sure the students have finished presenting their perspective before interjecting. Wait and check their body language before adding or changing the discussion.
Take note of the progress and the content in the discussion. One way is by using the board or computer to structure the comments. Another way, particularly useful where there is a conflict or multiple alternatives, is the two-column method. In this method, the teacher makes two columns: “For and Against” or “Alternative A and Alternative B.” All arguments/comments are listed in the respective column before discussions or evaluations occur. Don't forget to note supportive evidence.
In addition to the discussion method, you can also try debates, role-plays, and simulations as ways to uncover the lesson from the case.
If you decide to grade participation, make sure that your grading system is an accurate and defensible portrayal of the contributions.

In conclusion, cases are a valuable way for learning to occur. It takes a fair amount of preparation by both the teacher and the students, but don't forget these benefits (Bruner, 2002):

The teacher is learning as well as the students. Because of the interactive nature of this method, the teacher constantly “encounters fresh perspective on old problems or tests classic solutions to new problems.”
The students are having fun, are motivated and engaged. If done well, the students are working collaboratively to support each other.

Readings

Barnes, L. B., Christensen, C. R., & Hansen, A. J. (1994). Teaching and the case method (3rd ed.). Boston: Harvard Business School Press.
Boehrer, J., & Linsky, M. (1990). Teaching with cases: Learning to question. In M. D. Svinicki (Ed.), New Directions for Teaching and Learning: No. 42, The changing face of college teaching. San Francisco: Jossey-Bass.
Bruner, R. (2002). Socrates' muse: Reflections on effective case discussion leadership. New York: McGraw-Hill.
Christensen, C. R., Garvin, D. A., & Sweet, A. (Eds.). (1991). Education for judgment: The artistry of discussion leadership. Boston: Harvard Business School Press.
Indiana University, Bloomington, Campus Instructional Consulting. (n.d.). Teaching with the case method. In Indiana University Teaching Handbook. Retrieved June 23, 2010, from http://www.teaching.iub.edu/wrapper_big.php?section_id=case
Mitchell, T., & Rosenstiel, T. (2003). Background and tips for case study teaching. Retrieved June 23, 2010, from http://www.journalism.org/node/1757

Cryto Eth

Which of the following is a disadvantage of the case problem method of teaching?

Advantages of Case Study Method of Data Collection

Disadvantage of Case Study Method of Data Collection

What is the value of the case method?

What are some ways to use the case method appropriately?

Readings

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