Active, collaborative and case-based learning with computer-based case scenarios
Introduction
Case studies (or “case scenarios”) are “partial simulations of reality” that present real-world problems in controlled environments[1]. They provide situations in which students can be required to collect information, apply theory or technique, or follow particular analytical or decision making procedures. This approach has been used for many years in teaching a variety of subjects. According to Lee[2], it originated in the teaching of law by studying past legal cases and in the teaching of medicine through the clinical technique, and was later developed for studies in business administration by the Harvard Business School. More recent thinking about case-based learning and teaching suggests how learning through case studies might occur. It is suggested that the knowledge and expertise arise out of experience with particular problem domains, and that successful learning equates to the effective “indexing” of experiences such that they become retrievable for later reference[3].
Case studies have traditionally been delivered in paper-based form, sometimes augmented by role-play. On paper they may vary in size from single paragraphs of text to several hundred pages of material. We are interested here in the larger scenarios that support students’ activities spanning several days or weeks.
In teaching information systems topics such as systems analysis and modelling, students are typically asked to undertake a fact finding investigation of a simulated system or organization. This might involve reading and understanding terms of reference and other requirements, collecting examples of documents and data, and interviewing personnel played in role by members of the teaching staff. Like many others, we have found the case approach can promote high levels of engagement and motivation, but that it also makes excessive demands on staff resources. In recent years we have found that the staff time needed to support interview role play is no longer available. Case studies typically contain around ten roles, each role player may need to be interviewed by up to 40 different groups of students, and each interview can take 20 min or more. In addition the organization and scheduling of case study exercises can be difficult and time consuming, and it is not always possible to accommodate part-time or distance students. We have therefore begun to investigate the delivery of case studies by computer-based methods.
Here we describe two large computer-based case studies, ServiceWatch and SystemWorld, consisting of text and graphics files delivered over the worldwide web. Although the initial reasons for developing them were mainly resource related, the scenarios bring to light a number of pedagogical issues relating to active learning, collaborative learning and case-based learning, which this paper then goes on to discuss. These issues seem likely to be relevant to a wider range of subjects than business information systems alone.
Section snippets
ServiceWatch
ServiceWatch4, 5represents in considerable detail a fictitious equipment maintenance organization that sends engineers to customers’ premises to service items of equipment covered by service contracts. The home page (Fig. 1) provides four main access points to the materials:
•marketing information providing a background to the company’s activities;
•clickable organization charts that lead to formal job descriptions;
•a telephone directory that lists the names of the people who hold these jobs, and
Systemworld
SystemWorld[6]represents not just one but a set of nine organizations including a bank, a supermarket and manufacturing and service businesses (Fig. 2). These are represented in a higher level, less detailed way than ServiceWatch, and illustrate the range of ways in which information technology has been adopted by businesses from around 1965 to the present day.
As in ServiceWatch, much of the scenario consists of html text and graphics files representing the organizations and their development,
Pedagogical issues
In general the scenarios have been successful. Students responded that they enjoyed using them and most appeared to learn something from them. There are many possible reasons for this such as the commitment and enthusiasm of the lecturers, the delivery of a proven approach to teaching in a different way, the novelty of the Internet, and so on, but we believe our experiences strongly suggest that as a style of computer-assisted learning, computer-based case scenarios merit further investigation.
Concluding remarks
We have discussed our initial ideas and observations about the development and use of computer-based case scenarios for teaching skills and knowledge in the area of business information systems, and considered some of the more general pedagogical issues arising from them. From this it is believed computer-based case scenarios, as a style of computer-based learning, have considerable potential.
It seems surprising that despite there having now been well over 30 years research and development of
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