Case-Based Learning on Web in Higher Education: A Review of Empirical Research <s> Case-Based Learning on Web <s> This examination of early efforts to use the case method of instruction in business and education at Harvard provides historical insights for those currently contemplating the use of cases in the education of teachers. Conceptual clarity about the purpose of case instruction and administrative and financial support for coordinated case writing by faculty are suggested as reasons why the method took hold in business but not in education. <s> BIB001 </s> Case-Based Learning on Web in Higher Education: A Review of Empirical Research <s> Case-Based Learning on Web <s> Recently, educational theorists have begun to emphasize the importance of situating instruction in meaningful contexts in order to recreate some of the advantages of apprenticeship learning. Cognitive apprenticeship and anchored instruction are two approaches to instruction that provide guidance for teaching in contextualized ways. Cognitive apprenticeship emphasizes the social context of instruction and draws its inspiration from traditional apprenticeships. Anchored instruction provides a model for creating problem contexts that enables students to see the utility of knowledge and to understand the conditions for its use. Together, these two complementary approaches provide a framework for thinking about apprenticeship learning and how it might be transferred to the classroom. Interestingly, authors who have written about cognitive apprenticeships and anchored instruction have made only passing reference to the case method of legal and business education and the problem-based learning approach to medical education, two well-established methods of instruction that are also based on apprenticeship learning and the study of authentic problems or cases. The detailed description of these two approaches to instruction in this article provides a rich source of information about how to create contextualized learning environments in school settings, and demonstrates that case-based instruction can take on different forms and be used in different domains. Each approach is evaluated employing a framework synthesized from cognitive apprenticeship and anchored instruction; the results of this analysis are used to suggest research questions for case-based instruction as it is currently practiced and areas in which further research is needed to refine educational theories. <s> BIB002 </s> Case-Based Learning on Web in Higher Education: A Review of Empirical Research <s> Case-Based Learning on Web <s> The purpose of this study is to investigate the effects of computer-assisted videodisc-based anchored instruction on attitudes toward mathematics and instruction as well as problem-solving skills among Taiwanese elementary students. Results from a t-test indicate a significant main effect on student attitudes toward mathematics. Results from a two-way Repeated Measures ANOVA show that students' problem-solving skills improve significantly with anchored instruction. Results also indicate that all the students benefit from the effects of anchored instruction on their problem-solving performance regardless of their mathematics and science abilities. The findings suggest that video-based anchored instruction provide a more motivating environment that enhanced students' problem-solving skills. This study is significant because it establishes an example of video-based anchored instruction for Taiwanese students and also provides empirical evidence of its effects on affective and cognitive responses among fifth graders in learning mathematics. This study is helpful to educators who want to help students learn to think and learn throughout technology. <s> BIB003 </s> Case-Based Learning on Web in Higher Education: A Review of Empirical Research <s> Case-Based Learning on Web <s> This report describes the introduction of case-based learning into the final-year dental programme at the Dublin Dental School. Students attended a series of one-hour sessions in groups of 8. Each group appointed a chairman for each session and a tutor facilitated the discussion. Case details were provided during the session with relevant diagnostic records. At weekly discussion sessions, the group findings and treatment options were considered. The diagnosis and treatment plans were then discussed by clinicians involved in the treatment of the case. Following the last session, the case-based learning programme was evaluated by means of a questionnaire distributed to both tutors and students. Both students and tutors rated the sessions positively. Case-based learning was found to be a worthwhile progression from problem-based learning. <s> BIB004 </s> Case-Based Learning on Web in Higher Education: A Review of Empirical Research <s> Case-Based Learning on Web <s> The common practice of using discussion groups during case-based learning makes the role of discussion important in these learning environments. However, little empirical research has been done to investigate the influence of discussion on performance and motivation in case-based learning. The purpose of this article is to present the results of a study conducted to examine the role of discussion groups in a case-based environment. College students completed two cases either individually or in small discussion groups. Measures included two case analyses, an attitude survey, time on task, and document analysis. Results revealed significant performance and time differences between instructional methods on the first case, but not on the second case. In addition, results indicated significant differences in student attitudes between treatments. Overall, participants who worked in groups liked their method significantly better than those who worked alone, felt they learned more working in a group than they would have working alone, and expressed a preference for working in a group if they had to do the class over again. Implications for implementing case-based learning and future research are discussed. <s> BIB005 </s> Case-Based Learning on Web in Higher Education: A Review of Empirical Research <s> Case-Based Learning on Web <s> An evidence based approach was adopted in the redesign of online learning resources for undergraduates in a professional Veterinary Science degree program. Students used online case based resources in blended learning activities to extend and enhance their understanding of the theories underpinning Veterinary Science and to develop their skills in clinical problem solving. This study investigates what the students thought they were learning through the case studies and how the students engaged with the activities. It then discusses the implications of the students’ experience of the materials for improving the design of the activities. <s> BIB006 </s> Case-Based Learning on Web in Higher Education: A Review of Empirical Research <s> Case-Based Learning on Web <s> Background: Case-based learning (CBL) is an interactive student-centered exploration of real life situations. This paper describes the use of CBL as an educational strategy for promoting active learning in microbiology. Materials and Methods: CBL was introduced in the microbiology curriculum for the second year medical students after an orientation program for faculty and students. After intervention, the average student scores in CBL topics were compared with scores obtained in lecture topics. An attempt was also made to find the effect of CBL on the academic performance. Student and faculty perception on CBL were also recorded. Results: In a cross sectional survey conducted to assess the effectiveness of CBL, students responded that, apart from helping them acquire substantive knowledge in microbiology, CBL sessions enhanced their analytic, collaborative, and communication skills. The block examination scores in CBL topics were significantly higher than those obtained for lecture topics. Faculty rated the process to be highly effective in stimulating student interest and long term retention of microbiology knowledge. The student scores were significantly higher in the group that used CBL, compared to the group that had not used CBL as a learning strategy. Conclusion: Our experience indicated that CBL sessions enhanced active learning in microbiology. More frequent use of CBL sessions would not only help the student gain requisite knowledge in microbiology but also enhance their analytic and communication skills. <s> BIB007
Case-Based Learning is often defined as a teaching method which requires students to actively participate in real or hypothetical problem situations, reflecting the kinds of experiences naturally encountered in the discipline under study  . Case-based learning bridges the gap between theory and practice BIB007  BIB005 BIB003 BIB002 . This instructional method is suited for teaching the essential skills of analysis, decision making, critical thinking and problem solving in their professions BIB001 . Case-based learning has been extensively used in several areas of professional education such as law, medicine, clinical health, and business as an alternative to the traditional lecture as an instructional method  BIB004 BIB006  . The key to case-based learning is to create cases for educational purposes and to facilitate activities associated with cases. Cases are like stories for reading and exploring interactively. Cases direct students toward contexts to discuss and debate issues dynamically.  summarizes the benefits of case used for teaching and learning, stating that it allows learners to apply theoretical knowledge to real school contexts, reason critically about complex situations and recommend courses of actions, develop self-knowledge and recognize own assumptions, clarify personal beliefs about teaching, compare and evaluate their own and others' perspectives, and develop the practice of reflection. While case-based learning challenges students by providing authentic experiences of situations  , case studies itself will not guarantee the efficacy of online learning processes since some effective pedagogical approaches that instructtors use in their traditional classes may not be applicable for online environments. When case-based learning is implemented online, instructors should be aware that pedagogical activities can be either limited or fostered by conditions associated with technology tools employed. Technology can offer cognitive support for students' thinking by reducing working memory limitations, and help them to represent evolving ideas, concepts, and solutions. At the same time, technology can burden students since they have to manage tasks and tool functions simultaneously in the learning processes. 