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Log in to Wiley Online Library. Purchase Instant Access. View Preview. Learn more Check out. Citing Literature. Volume 34 , Issue 2 March Pages Related Information. Close Figure Viewer. Browse All Figures Return to Figure. Previous Figure Next Figure. Evaluating students' learning can be problematic but essential to ensure good teaching. Some suggestions for evaluation are as follows:. Questionnaire closed questions : These ask for a specific answer - a circle round an option, items to be ranked etc; there are many standard university versions of this type of questionnaire.
This approach can be cost-effective for pro-cessing the data and interpreting the results. However, they limit the responses from the students to predetermined answers. Questionnaire open-ended questions : These allow students to fully explain their views and justify their answers. However, it can take time to analyse and interpret the results. We tend to use this approach, particularly with the introduction of new case studies, as we feel the questions evoke more personal and informative answers from students.
If assessing a specific case study, it is often better to use a member of staff who is not directly involved in the case study so that students do not worry that negative feedback may affect their assessment. Independent Evaluator: An extension to the above point is to use an independent assessor who meets with the students.
For example, we have a research assistant who is responsible for assessing, developing and evaluating our case studies. Our assistant has gained feedback using questionnaires and one-to-one and small group interviews. We have found that having an evaluator who is not a lecturer and not responsible for marking their work has allowed students to be more direct and honest in their comments on the case studies. Feedback from both staff and lecturers has highlighted areas for improvement in our case study teaching.
Some of these will equally apply to other forms of teaching, for example problem-based learning, small group tutorials, project work etc. Group working. The subject of group working comes up time and time again in student feedback.
We originally provided no formal training for group work and soon recognised that this was an area we needed to address. We have developed a case study for some level1 students that incorporates group training including discussion of group dynamics, group functioning and group meetings. As outlined earlier, we also feel that formal group sessions are helpful for the students, particularly for longer case studies. Explanation of case study requirements. Feedback has shown that students would like more details on what is expected from them in the case studies e. This is particularly important at the start of the course as for many students this may be a very different form of learning to what they were used to at school.
For example, one student commented after a case study, 'A better brief for the poster would have limited the text content, and a clear aim for what needs to be included would have been helpful'. We have now compiled tips and suggestions for students in these areas, which will form part of our case studies support web-site. Depth of learning. When examining student use of resources, we found that many of the research-based case studies led students to derive all their information from the Internet.
Whilst this is a valuable resource we feel that it can often result in only surface learning. We have found that one way of addressing this is to specify to students that we are expecting critical analysis in their work.
Communication Case Study Examples Pdf
Including a practical component is also a useful way of achieving more in-depth study see case study example 3. Ensuring that there is progression of learning skills development e.
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Case study mark allocation. We have found that some students have spent quite a lot of time carrying out independent research yet felt that they have not received enough credit. Greater guidance was required as to how the marks were allocated. Added workload i. In some cases, where we have replaced existing teaching with case studies we have found that students were actually spending more time working towards the case study than they would have spent in the original mode of learning.
Whilst it is encouraging to see such dedication to the topic, we realise that it is important not to overload students with case study work that could compromise being able to complete assignments in parallel modules. Students are assigned to groups of for the session.
Each group is presented with a pack of information about chocolate raw materials, manufacture, properties, marketing data, heat treatments, compositions, structures etc. There is too much information for everyone to read everything, hence the students need to set priorities and allocate tasks to ensure that all the research is completed in time.
The groups are also required to give a 5 minutes presentation to the class they are provided with OHP's and pens on a given topic, different for each group e. The students therefore have to share their findings from the reading and relate the information to their knowledge from other lectures e. A final component to the case study is taste testing of a range of different chocolate samples to illustrate the role of composition sugar, milk, cocoa levels , particle size etc.
This element is designed to be both fun and informative, the students particularly like to try the American chocolate, which is almost universally disliked, and determine what the differences are that change the taste compared to the different English chocolate types. There are two scheduled sessions, the first is used to outline how and why the disaster occurred. Clips from a NASA video are used to present technical information on the topic, and video clips of an interview with an engineer involved in the disaster are used to give further insights into the event.
Students are encouraged to address issues as they arise and participate in class discussion. At the end of the session the students are told to research independently into the topic to gain a greater understanding of the case study. The following session includes three mini-lectures by technical experts that cover the political history of the program, the impact on society of the teacher in the space program and the technical cause of the disaster rubber O'ring performance and rocket booster design.
These are approximately ten minutes long and after each presentation students are expected to interview the experts to find out further information. Students will have been made aware of this in the previous session so have the opportunity to prepare questions. The session finishes with a role play exercise which requires three volunteer students to act out a telephone conversation that took place between the NASA government and the technical engineers from the company Morton Thiokol.
Example articles from Materials World are provided as guidelines for the required technical level and format of the report.
Students are assigned to groups of and investigate a number of components: frames, spokes and rims. It begins with an introductory lecture where students are briefed on the topic and the case study objectives are set. The structure of the case study work is also explained to the students in terms of how the practical and group sessions operate. When designing the case study it was clear that it was not practical for all the students to attend all the experimental sessions.
To tackle this problem, students are told that each experimental session is limited to two members from each group and different pairs are required for each session. This ensures that all students attend at least one practical session.
Each group then has access to a complete set of experimental data, but this depends on good group management and communication. Two formal group sessions are scheduled in the two weeks that follow the practical week. Each group meets with the lecturer and post-graduate assistants for ten minutes to give a five-minute presentation and provide a one-page summary of activity and future plans.
If a group member does not attend, they lose marks. The aims of the group sessions are as follows:. Students are expected to carry out independent research on the topic to use in conjunction with their experimental data. In the final weeks, students address their case study objectives by handing in their group report and giving a presentation. They also have to submit an individual executive summary, which is used as an individual component to the group work.
This case study requires students to work together in groups of to investigate materials selection and construction for windsurfing masts. This is the first case study out of four in which first year students participate.
To help the students understand this new type of learning, part of the introductory lecture is used to brief them on what is expected of them when taking part in case studies. Following this, background information on mast technology provides some details in the areas that students need to consider. Groups then assemble and are given ten minutes to brainstorm what properties the masts may require and suggest suitable materials. Students then discuss and share their ideas. Finally, students are given a basic materials selection chart and are asked to consider materials selection on two variables, density and stiffness.
This teaches students how to use these charts and also highlights the type of materials they should be considering.