online case study maker

online case study maker

The Impact of Online Case Study Makers on Education

1. Introduction to Case Studies in Education

Case studies are the analysis method used for various aspects in many fields ranging from psychology to law. It can be defined as an in-depth examination of a subject. However, in the field of education, case studies serve a different purpose. Case studies are often employed to check or evaluate the knowledge of the student. It is a method of stimulating the student not just to generate new learning and add-on to their knowledge, but also to enhance the learning in both the theoretical and practical aspects of the subject. Case study describes different situations that deal with subproblems or subsystems and deals with the whole by evaluating them.

Benefits of using case studies in education: – Case studies help in setting an environment where students can apply their skills, develop original ideas, and use creative ways of approaching a given task. – Case studies were proven to appeal to both high and low achievers. – Students prefer working with case studies since they combine a theoretical look on the problem with a practical angle and show the relevance of the subject. – They were proven to develop a student’s knowledge and understanding of a particular subject, and can also make it easier to assimilate information, as they are both stimulating and unforgettable. – Many employers are beginning to use case studies as part of their assessment centre procedures, so experience of case studies is a good preparation for job seeking. Thus, the case studies have potentially benefited the students in their career also.

2. Evolution of Online Case Study Makers

Online case study makers have evolved over time, from paper and pencil, video cameras, and video editing suites, to DRM-laden closed edtech silos, freestanding video and animation tools, podcast software, and collaboration suites. These various platforms usually require a great deal of technological mediation on the part of the creator to bring a product into existence and make it available for colleagues or the public. The rising use of this technology is underwritten by a rising interest in not just access to these digital tools, but also in instructional methodologies that make use of them – including writing studies, composition studies, cultural studies, interpretive studies, and literacy studies. These case makers belong to a larger number of resources that are sometimes (though not always) used to advance the marketing and sales objectives of those who make them. By submitting your paper publications to these repositories, one lends the prestige and imponderable mass of publishing companies to these textbooks. Publishing results directly via a case study maker is one strategy that scholars in this field appear to be actively pursuing. Online case study makers can help shape scholarly work of demonstrated importance into a news story with educational utility through the addition of instructional notes.

Generations of development have meant that: 1) Simulations are easier now to develop than they were for the “first” generation of educators so motivated by social relevancy; 2) Tools have improved so that they are more usable by people, and for data generation, and also as a function of the network effect; and 3) We are reaching the post-virtual stage, when scholars are directed to design ubiquitous systems. Online case study makers allow scholars to make use of networks of reproduction in a similarly “post-virtual” (er) approach, whereby one uploads and repurposes “content” and not a document (a “word document,” or a file required to operate a particular OS and software application). These contemporary manners of production or distribution provide a “distribution” tool that enrolls learners (beginning with the scholar/creator), as interpretive practitioners engaged in “delivery literature” as well as its composition, and it does so within contexts: both the “context” of the system in which it is built, and with a “pattern” of use in mind. As Dibbell writes, this describes Games for Change, which “make the player’s own experience public by way of the moves he makes within a system co-authored by the designer and her coding practice.”

3. Benefits and Limitations of Using Online Case Study Makers

Online case study makers produce a complete solution which can provide a practical application of theoretical scenarios for students. The final draft document that a student can download can be used to study, and alongside the written solutions, the document can provide more information. However, there is potential risk, for instance providing negative tactics, so the message of the case should be analyzed and altered where need be. This could provide a flow-through to, for example, showing clinical scenarios where health professionals have made errors: this message should not be put across. Some tutors have expressed that this will not contribute extensively to learning.

Advantages: – Provides round the clock access to learning materials. – Students have the ability to modify the case to fit their needs. – Provide efficient learning, particularly within a certain amount of time, for example just prior to examinations. – Case can be saved as a MS Word document to be used for further studies or for an examination case. Can assist with further experimentation and studies.

Limitations: – Difficult to control the quality of the cases being written and the accuracy of the message conveyed. There may be information presented that is true or ethically defensive but in the written message there may be inferred statement of untruth. – Access to the internet/computer literacy – most of the online case study makers rely on the internet for guidance. Many students in the above-mentioned programs are not fluent or accessing the internet can be difficult for them, and they are not technically literate. – Students do not always feel comfortable with using internet resources to do their work. – Most tutors believe that just having the student rely on a download from the internet is not sufficient to generate a good case study. It is also very difficult to manage and control the message being given by these freely generated cases. When tutors are marking cases if the quality of the study is lower than expected the message of the case can be misinterpreted. Studies are made to be designed to teach students the important creditable points of the subject. – As theoretically explained, learning is not for everyone. Some students may learn from reading a well-developed case but do not wish to write their own case.

4. Best Practices for Creating Effective Case Studies Online

When developing effective case studies in an online environment, it is important for an educator to possess a solid plan for content development and delivery. There are various ways to prepare and build an educational environment that is interactive, engaging, and transformative while maintaining student interest and engagement. Moreover, it is also important to involve some form of assessment in the online environment, which will ensure student completion.

One way to create engaging and interactive case studies is to provide students with written content in a structured and precise format that is ultimately enabling. This type of approach is effective to provide students with a series of fictitious case studies and to ask them to comment or write answers on particular aspects of the case. An approach that is effective in this area and that we have utilized is to involve the students or those writing the content to use multimedia within the case study, ranging from video to audio to images. This contributes to making the content more real and enables the learners to be able to imagine the situation as it could exist in the real world. However, the students are still required to produce content in a written form that is not a slide-by-slide explanation. It is important to blend these two approaches as a method of understanding how to assess someone in an online interactive environment, as well as allowing flexibility for the learners to draw their own conclusions.

5. Future Trends and Innovations in Online Case Study Making

This trend represents the summary of the previous four trends, with a big focus on the future and innovation. The future trends and innovation could encompass discussions on emerging technologies, pedagogical shifts, and the use of technology and research on learning and learning content in order to create scenarios that are automatically more appealing and fit with the changing world. The emerging technologies that are likely to impact case study makers are numerous, rapid, and have complex interactions between them. These include improved “interoperability” that makes it possible to both include and combine small tools that were created separately, and for the combined tool to be used in many different ways. The predictive capabilities of artificial intelligence and machine learning, as well as ever-faster Big Data and its associated analyses, also bring great potential in providing relevant learning tasks to learners.

A pedagogical shift towards making case studies more self-explanatory, self-interpretable, and self-revealing involves what is often called “adaptive learning”. Developing tools that allow people to bridge the tension of these differences, such as personalised corporate case studies, or subtly changing the “look and feel” of a particular tool to be more formally or more informally appealing, will continue to grow to take advantage of these systems. A particular trend associated with using research on learning and learning content to help shape the future of case studies and e-learning can be called “content intelligence”. This can involve using research and real-life data to rank cases and give advice on choosing which case to use (if students have an option), which tasks might be most suitable for a particular sub-population of students with cognitive, mood, or other differences, and so on. Trends in how case studies are being used often emerge from ways in which recent or potentially soon-perfected tools can be applied to teaching and learning systems. In doing so, the future case study becomes more inclusive, adaptive, and predictive, utilising numerous aspects of cutting-edge technology, both expected and yet-to-be developed, to help provide a more multi-faceted learning environment.