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Published by: IBS Center for Management Research
Published in: 2012
Length: 15 pages
Data source: Generalised experience

Abstract

This is the third and final part of a three-part series on case-based learning. As the usage of case studies has increased, the need for student resources on case-based learning has also been acutely felt, as it is easy for students new to the case method to feel bewildered and lost considering that it is radically different from the traditional lecture method which they are familiar with. Unlike the teacher-centered lecture method, the demands on the students in case-based learning are more as it is student-centered learning. As such, the onus is on the students to take responsibility for their own learning. The process itself is rigorous, often requiring a student to prepare up to three case analyses every day. The aim of this series is to help the students get a thorough understanding of the case method, to tell them what to expect from the method and what is expected of them, outline the demands this method places on them, and how they can get the best out of case-based learning. It focuses on the practical aspects of how to prepare well, manage time, and enhance their learning. The third and final part focuses on how students can prepare a written analysis of case and other case-related assignments such as role plays.

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Abstract

This is the third and final part of a three-part series on case-based learning. As the usage of case studies has increased, the need for student resources on case-based learning has also been acutely felt, as it is easy for students new to the case method to feel bewildered and lost considering that it is radically different from the traditional lecture method which they are familiar with. Unlike the teacher-centered lecture method, the demands on the students in case-based learning are more as it is student-centered learning. As such, the onus is on the students to take responsibility for their own learning. The process itself is rigorous, often requiring a student to prepare up to three case analyses every day. The aim of this series is to help the students get a thorough understanding of the case method, to tell them what to expect from the method and what is expected of them, outline the demands this method places on them, and how they can get the best out of case-based learning. It focuses on the practical aspects of how to prepare well, manage time, and enhance their learning. The third and final part focuses on how students can prepare a written analysis of case and other case-related assignments such as role plays.

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