RSA#1 Case-Based Learning
Case-Based learning has been a teaching model that has
proven to be effective. Case-Based learning relies on four essential elements, sharing knowledge, learning in
groups, constantly exchanging information with other group members, and
building
constructive
relationships (Chen and Kinshuk, 2009). Social media has become increasingly popular among educators because
of the similar characteristics that it shares with Case-Based learning. According
to the study Promoting the use of online
social technology as a case-based learning tool.
Students perceive social media as a case-based learning tool because
of four primary reasons. Social media has relationship-building features such
as, Sharing features, grouping features and conversational features. The
demographic profile included 116 students. The students were given a
reliability survey that questioned students on the four areas that are shared
by the two measures. According to the study,
findings suggest that online social technology can be used as a fit learning
tool to improve students’ understanding (Ractham and Chen, 2013) In addition,
case-based learners can attain improved performance by incorporating social
technology into their learning process.
Supporting
Case-based Learning in Information Security with Web-based Technology supports the findings of the previous
study. Case based learners can attain improve performance by incorporating
social technology into their learning process. A case-based learning approach
was used in an undergraduate level
“Security Management of Information Systems” course at North Carolina A&T
State University in the Spring 2009 semester. Before the students started with
the project, they were asked to fill out a pre-survey, which asks them to rate
their level of knowledge or skills in six different categories. Students were
expected to fill out the survey ranking each category from one to five. The
highest score receipt by any student after tallying the scores was a 2.94.
After working through the case-based learning project students were given a
Post survey to complete and all students reported a higher score then
previously. The students liked that they worked with some interesting and real
life scenarios, they liked to refer to real material used in the field and felt
that working on the project was beneficial for their job.
Cases
describing real-life situations or authentic activities have been used
extensively in many disciplines to teach troubleshooting, to explain concepts,
to solve problems, and
to promote
learners’ critical thinking and analysis skills (Jonassen &
Hernandez-Serrano, 2002; Kim et al., 2006). To better comprehend complex
concepts or situations, students need exposure to sufficient real life examples
or case studies. As a result, many case studies are practical in nature and
focus mainly on situating students in
an authentic
context (Fitzgerald et al., 2007)
Ractham, P., & Chen, C. (2013,
Winter). Promoting the Use of Online Social Technology as a Casebased Learning
Tool.
Chen, I. Y.
L., Chen, N.-S., & Kinshuk (2009). Examining the factors influencing
participants’ knowledge sharing behavior in virtual learning communities.
Educational Technology & Society, 12(1), 134–148.
Jonassen, D.,
& Hernandez-Serrano, J. (2002). Case-based reasoning and instructional
design: using stories to support problem solving, Educational Technology
Research &
Development, 50(2), 65–77.
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