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Making Learning Relevant With Case Studies

The open-ended problems presented in case studies give students work that feels connected to their lives.

To prepare students for jobs that haven’t been created yet, we need to teach them how to be great problem solvers so that they’ll be ready for anything. One way to do this is by teaching content and skills using real-world case studies, a learning model that’s focused on reflection during the problem-solving process. It’s similar to project-based learning, but PBL is more focused on students creating a product.

Case studies have been used for years by businesses, law and medical schools, physicians on rounds, and artists critiquing work. Like other forms of problem-based learning, case studies can be accessible for every age group, both in one subject and in interdisciplinary work.

You can get started with case studies by tackling relatable questions like these with your students:

• How can we limit food waste in the cafeteria?
• How can we get our school to recycle and compost waste? (Or, if you want to be more complex, how can our school reduce its carbon footprint?)
• How can we improve school attendance?
• How can we reduce the number of people who get sick at school during cold and flu season?

Addressing questions like these leads students to identify topics they need to learn more about. In researching the first question, for example, students may see that they need to research food chains and nutrition. Students often ask, reasonably, why they need to learn something, or when they’ll use their knowledge in the future. Learning is most successful for students when the content and skills they’re studying are relevant, and case studies offer one way to create that sense of relevance.

Teaching With Case Studies

Ultimately, a case study is simply an interesting problem with many correct answers. What does case study work look like in classrooms? Teachers generally start by having students read the case or watch a video that summarizes the case. Students then work in small groups or individually to solve the case study. Teachers set milestones defining what students should accomplish to help them manage their time.

During the case study learning process, student assessment of learning should be focused on reflection. Arthur L. Costa and Bena Kallick’s Learning and Leading With Habits of Mind gives several examples of what this reflection can look like in a classroom: 

Journaling: At the end of each work period, have students write an entry summarizing what they worked on, what worked well, what didn’t, and why. Sentence starters and clear rubrics or guidelines will help students be successful. At the end of a case study project, as Costa and Kallick write, it’s helpful to have students “select significant learnings, envision how they could apply these learnings to future situations, and commit to an action plan to consciously modify their behaviors.”

Interviews: While working on a case study, students can interview each other about their progress and learning. Teachers can interview students individually or in small groups to assess their learning process and their progress.

Student discussion: Discussions can be unstructured—students can talk about what they worked on that day in a think-pair-share or as a full class—or structured, using Socratic seminars or fishbowl discussions. If your class is tackling a case study in small groups, create a second set of small groups with a representative from each of the case study groups so that the groups can share their learning.

4 Tips for Setting Up a Case Study

1. Identify a problem to investigate: This should be something accessible and relevant to students’ lives. The problem should also be challenging and complex enough to yield multiple solutions with many layers.

2. Give context: Think of this step as a movie preview or book summary. Hook the learners to help them understand just enough about the problem to want to learn more.

3. Have a clear rubric: Giving structure to your definition of quality group work and products will lead to stronger end products. You may be able to have your learners help build these definitions.

4. Provide structures for presenting solutions: The amount of scaffolding you build in depends on your students’ skill level and development. A case study product can be something like several pieces of evidence of students collaborating to solve the case study, and ultimately presenting their solution with a detailed slide deck or an essay—you can scaffold this by providing specified headings for the sections of the essay.

Problem-Based Teaching Resources

There are many high-quality, peer-reviewed resources that are open source and easily accessible online.

• The National Center for Case Study Teaching in Science at the University at Buffalo built an online collection of more than 800 cases that cover topics ranging from biochemistry to economics. There are resources for middle and high school students.
• Models of Excellence , a project maintained by EL Education and the Harvard Graduate School of Education, has examples of great problem- and project-based tasks—and corresponding exemplary student work—for grades pre-K to 12.
• The Interdisciplinary Journal of Problem-Based Learning at Purdue University is an open-source journal that publishes examples of problem-based learning in K–12 and post-secondary classrooms.
• The Tech Edvocate has a list of websites and tools related to problem-based learning.

In their book Problems as Possibilities , Linda Torp and Sara Sage write that at the elementary school level, students particularly appreciate how they feel that they are taken seriously when solving case studies. At the middle school level, “researchers stress the importance of relating middle school curriculum to issues of student concern and interest.” And high schoolers, they write, find the case study method “beneficial in preparing them for their future.”

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Re-design Shared Room Based on Behavior Architecture Approach (Case Study: Male Student Dormitory, Institut Teknologi Sumatra)

Kustiani 1 and Rendy Perdana Khidmat 2

Published under licence by IOP Publishing Ltd IOP Conference Series: Earth and Environmental Science , Volume 830 , International Conference on Science, Infrastructure Technology and Regional Development 23-25 October 2020, South Lampung, Indonesia Citation Kustiani and Rendy Perdana Khidmat 2021 IOP Conf. Ser.: Earth Environ. Sci. 830 012007 DOI 10.1088/1755-1315/830/1/012007

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1 Architecture Study Program, Faculty of Engineering, Universitas Bandar Lampung, Indonesia

2 Architecture Study Program, Institut Teknologi Sumatera, Indonesia

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A shared room as a public facility in a dormitory is a particular facility that supports student learning activities. The learning process carried out together can increase student creativity and higher productivity. It shows from the learning ethos of students who have the principle of group learning. Of course, with this habit, facilities are needed to accommodate activities with a large enough capacity. An attractive space design can influence a person's psychology to learn and interact. This study aims to improve the shared space design quality to make it more attractive for students' learning activities and social interactions. The behavior architectural design approach is used based on the questionnaire results, which states that students have not maximally used the shared space. The aspect of behavior variables used in this research methodology is interaction. Interaction is the researcher's primary reference to answer the effectiveness of using shared space as a public space. The result shows that the standard room can be maximized as a space for activities that support the learning process and socialize for students. This finding can be a reference to improve the design consideration for future student dormitory design, especially for shared room design in the dormitory.

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Case Study – The Student Room

by Carl Hodler | Resources

Helping students navigate university life through authentic video stories  

The Student Room (TSR) is the UK’s largest online student community. Its popular education website is used by more than 70% of all students every day.

TSR supports students from GCSEs and University to landing a job. They know the best assistance for students often comes from other students – those who are facing exactly the same challenges and have managed to overcome them.

Students that use TSR find a friendly, welcoming community that offers tips, guidance and expertise on issues from best study and revision help and making the right educational choices to asking advice on everyday issues from finance and health to building friendships.

Among other partners, TSR works with The University of East Anglia (UEA) to support onboarding new students and optimise their higher education experience. TSR and UEA use StoryTagger to successfully reach their key objectives.

Watch Nik Taylor talk about his experience of student storytelling during the pandemic.

StoryTagger is a great way for students to share short, punchy video stories about university life with our communities.

Nik Taylor, Editor-In-Chief, The Student Room

How to help all students as they enter a new phase of their life?

TSR needs to communicate with students during a time of high anxiety and uncertainty as they enter the next major stage of their lives. A primary objective is being able to inform, educate and inspire students effectively and authentically on key themes and concerns.

Key to developing this learning approach is finding a route to unlock the expertise of student ambassadors, and tap into real-life stories, that can be shared peer to peer. Knowledge sharing has to be able to achieve real cut-through in order to scale and connect with a diverse range of students from different backgrounds, with different needs and motivations.

Importantly, TSR needs a simple, structured and integrated way of working that allows it to communicate with and nudge ambassadors while UEA maintains its direct relationship with the students.

Video content (vlogs) to answer questions such as ‘How much do league tables matter’, ‘What about the student union?’ and ‘How to manage money at Uni?’ were identified as a route to share what students are thinking from budgeting to big nights out. However, traditionally video is perceived as difficult to manage, time consuming and expensive.

What challenges were faced by creating video content before StoryTagger?  

TSR was enthusiastic about adding student vlogs to its forums and articles online to enhance the feeling of what the experience of university life was really like. However, initial attempts to motivate students to upload videos of themselves by sending an offline information pack didn’t really work. The videos were too long, not on topic and created on a variety of platforms making curation difficult.  

A more guided and directed approach was needed to harness student ambassadors’ experience and skills in a sustainable way – one that offered TSR valuable content and galvanised UEA ambassadors through purpose and support.

Using StoryTagger to create short, purposeful student life videos.  

StoryTagger is a user-generated mobile video tool for learning, able to leverage the expertise and passion of students to create concise, value-led, shareable stories. It gives TSR the ability to reach, and source personal vlogs, direct from student ambassadors.  

StoryTagger enables TSR to create a narrative arc and prompts that empower ambassadors to plan and record on-topic content that’s genuinely useful to others in their own words. Ambassadors receive feedback, where their videos are being seen and tips to make any incremental improvements for future video stories.  

These relatable, individual and bite-sized vlogs on university life are added to existing content such as articles and forums to give students a wider choice on the way they want to consume content.  

Video-first approach to content is securing higher student engagement

The TSR and UEA teams have seen significant increases in content engagement since adopting StoryTagger. They’re reaching a wider audience through a diverse group of motivated ambassadors that are helping new students navigate student life in a social and reflective way.

By creating effective guided user-generated videos, TSR has saved a huge amount of time, resources and driven down costs significantly by streamlining comms.

This collaborative experience has brought the TSR and UEA teams closer together to excite and reassure students through a sound educational resource that is centred on their student journey and reaching their life goals.

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How the multi-media package of upp unlimited is helping university of sunderland connect with prospective students., nottingham trent university, tsr insight worked with ntu's psychology department on quantitative research about the impact of motivational messages on students., how tsr insight helped ucl gather feedback from prospective students on a proposed new course, department for education, how engaging content and a high-impact display campaign influences perceptions., teesside university, how the upp unlimited package has helped teesside attract and engage applicants., how the student room's expert research helped teesside transform their creatives., zero gravity, high performance email reaches students from low income backgrounds for zero gravity's mentor platform., university of liverpool, how tsr insight helped the university of liverpool investigate the impact of covid on their applicant levels, tsr project on student decision-making, a project to support young people in developing a empowered mindset for life, using the student room as a platform to raise awareness about student finance, edge hill university (2), the ultimate solution for engagement and conversion in student recruitment., sanctuary students, postcode targeting for student accommodation provider., using a multi-channel approach the student room helped prospects target a job-focused audience of students who were exploring their career options., reform financial, using the student room smashed benchmarks with reform financial's student bank account campaign., the uni guide client success, a range of examples from universities who ran campaigns on the uni guide site, fusion students, we found students who were talking about universities in their target cities, university of strathclyde, using an official rep to optimise student reach and targeted engagement, edge hill university (1), their most successful open day in five years., millennium point, promoting degree sponsorship opportunities in the west midlands., campaign significantly exceeds targets to boost ibm's apprenticeship applications., boosting apprenticeship applications for one of the big 4., university of chichester, the "halo effect" of a great content strategy, university of east anglia, transforming brand perceptions through useful content., oxford brookes, proving the value of their university partner pack (upp)., cyber first, encouraging application sign ups from a niche skilled audience., how we recruited savvy summer interns in just three weeks., building brand awareness and driving traffic through content and a supporting display campaign., aston university, see how aston university's programmatic campaign delivered impressive results., loughborough university, utilising the official rep as a conversion tool., university of hertfordshire, see how university of hertfordshire engaged hundreds of students with an engaging debate on the student room., the economist, increasing awareness to a new offer with email marketing., queen mary university of london, recruiting niche skilled students with savvy targeting., sussex coast college hastings, utilising conversion tracking to measure success beyond the click., want to work with us we’d love to make it happen..

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• Case Amateur Radio Club gains national attention for eclipse research April 12, 2024 • Shivangi Nanda and Zachary Treseler

The Observer

Best study spots on CWRU’s campus

Courtesy of Steven Litt/The Plain Dealer

PBL offers comfortable study spots for students with a variety of different learning styles.

Shivangi Nanda and Noah Henriques March 25, 2022

As we enter the second half of the spring semester, many of us are beginning to feel overwhelmed by the sheer amount of schoolwork being assigned to us. Even as the weather improves, our motivation for keeping up with our classes is quickly diminishing. But sometimes, it helps to change our old habits—as well as study spaces—and seek out new environments. From the peace and quiet of the Kelvin Smith Library (KSL) stacks to the comfortable din of Tinkham Veale University Center, Case Western Reserve University’s campus has plenty of great study spots—you just have to know where they are. So, to help in your journey to getting an A on that seemingly unfinishable essay or studying for the midterm that involves way too many flashcards, we have compiled a list of the best places for you to get in the zone.

Kelvin Smith Library 

The main library on campus, KSL, contains various study spaces that can cater to every student’s optimal learning environment. On the second and third floors, you can find a quiet space to sit down and focus without having to worry about distractions; the first floor and Cramelot Café encourage light discussion and collaboration. For group work, students can use the tables on each floor or reserve a collaboration room. And those looking for a little more privacy may use the personal cubicles on the main floor, which provide a quiet and confined space to do work. 

Allen Memorial Medical Library

Known to students as the location of many undergraduate courses in the sciences and engineering disciplines, the Allen Memorial Medical Library houses Ford Auditorium, the Dittrick Medical History Center, nine floors of books and numerous study spots in the upstairs library. The natural light provided by the large windows facing Euclid Ave., the spacious desks and the large chandeliers provide the library with a cozy yet studious ambiance that is perfect for studying. While you’re there, you can also feel free to check out some books on a variety of topics such as debates in bioethics and the history of plastic surgery. 

Leutner and Fribley Commons

While the high foot-traffic may make these spots seem distracting, both Leutner and Fribley have potential to be great study spaces—provided you have headphones. In Leutner, the room surrounded by windows is frequently empty and the seating that faces the wall provides ample space for laying out study materials. And in Fribley, the renovated seating upstairs is close enough to the main dining area that you can fill up on snacks, but is a far enough distance from the noise that you can get some peace and quiet when you start working. Some rooms even have whiteboards, which is an added bonus.

The Coffee House at University Circle

Coffee shops are a classic study space, and The Coffee House at University Circle on Northside is no exception. Offering a spread of delicious dessert and drink options, The Coffee House is a wonderful place to have a light, tasty snack and also be a space to focus and get work done. Unlike conventional coffee shops, The Coffee House offers designated study spaces on the second floor, in addition to seating on the main floor and outside. These outside seats become even more appealing as the weather warms up, so make sure to think about snagging a spot, sipping a coffee and snacking on a pastry as you study. 

Peter B. Lewis Building (PBL) 

In addition to being the hub for CWRU business students, PBL is a well-frequented study area. However, many people don’t venture further than the lounge area at the entrance. While this area is a nice place to study—due to the lighting provided by the large windows and coffee shop located right next to it—it is just the tip of the iceberg when it comes to PBL’s potential as a study space. Specifically, located above the main floor is PBL’s student center. Rarely populated, the first floor of the area has comfy chairs, a TV and a central coffee table. Go up the stairs and you can find a quieter area, with cloistered desks and a secluded study space. This isn’t even mentioning the basement level and other places in PBL, where there’s always a chair, a table and quiet space waiting for you.

Thwing Center

A more casual study space, Thwing caters to students who enjoy a more lively work environment. Students are free to take advantage of the tables and couches in the atrium, including the slightly more isolated seating on the side that faces KSL, which serves as a great place to focus. Additionally, private seating on the second and third floors are ideal places for collaboration or studying alone. In between long study sessions, students can even grab food from The Jolly Scholar or try their hand at some board games, provided at the front desk.

Nord Hall and the Sears Library Building

Home to the Einstein Bros. Bagels and many STEM classes, Nord holds various classrooms and open spaces that may be used to study. In the atrium, scattered tables make it great for group study sessions, while sitting on the upper levels or in classrooms are ideal for students wanting privacy. Similarly, the main lobby in Sears, located near Grab-It, is a comfortable spot to collaborate, and the second floor has even more couches and tables to get work done. Overall, both these spaces are especially great for if you have time between classes and would like to stay on the Case Quad. 

Tinkham Veale University Center 

Almost always a crowded center on campus, Tink features a variety of unique study spots. Large tables on the first floor are perfect for collaboration and the seating near the food booths is both great to study and to grab a bite. On the second floor, there are more secluded areas closer to the rear entrance of Tink, and on the opposite side, private armchairs that face the circle in front of KSL. In warmer weather, students often use the picnic benches facing Freiberger Field to catch up on schoolwork while also getting some much-appreciated sunlight.

Benches on the Case Quad

The benches on the quad may seem like mediocre study spaces, but they are actually great for springtime studying. They allow you to remain connected to the bustling nature of the quad, while still being distanced enough that noise is not a huge distraction. Even better, they’re probably close enough to your classes that you can just leave your lecture, sit down, take in some fresh air and then get to work.

Wade Pioneer Room  

Located in the heart of the North Residential Village, the Pioneer Room inside Wade Commons is a favorite among NRV residents. Offering a large collaboration space with a table and couch seating, the Pioneer Room is both an easy-access and comfortable space for students. In addition, its proximity to Leutner means students can easily take breaks to eat before getting back to work.

We hope this guide will provide you with the motivation to seek out new study spots on campus that might make handling the chaos of classes a little less daunting. Consider taking advantage of the spring weather by alternating between indoor and outdoor spaces. Or, simply explore all of them at once like some study-spot charcuterie board until you find the one that sticks. Whatever you decide, hopefully finding that perfect location will help you get through the last few weeks of the semester. 

Happy studying!

Shivangi Nanda (she/her) is a third-year student majoring in cognitive science, with a minor in biology. When she isn’t writing, editing or thinking...

Noah Henriques (he/him) is a third-year computer science and psychology student, with minors in biology and chemistry. He is a part of CWRU Boxing, IMPROVment...

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Introduction

Mike, a 35 year-old male, is presented to the emergency department with multiple puncture wounds to the right arm and bruising on the face. He arrived at the hospital via emergency medical services after calling 911.

Mike was playing with his dog, a German Shepherd, in front of his hoe one day when all of the sudden, his dog decides to bit his right arm and punch him in the face. He immediately takes off his jacket and notices blood all over his arm and calls 911. calling 911, Mike states that he has been bitten on his arm and punched in the face by his dog. The operator tells Mike that EMS will be there in 10 minutes and to clean the wounds with soap and water and to cover the wounds if possible.

On route to the hospital, EMS performs a primary assessment using the ABCDE approach.

• A irway: Patent
• B reathing: tachypneic with labored breath and breath sounds normal
• C irculation: pulses rapid and weak
• D isability (LOC): awake, alert, responds to pain and voice. GCS: 15
• E xposure: Site of wound exposed. Wounds on right arm and bruising on face noted

C-Spine Stabilization is not indicated.

Upon admission to the ED, the secondary assessment was performed. The patient’s vital signs were a BP: 92/54, HR: 120, RR: 22, T 100.7F, O2: 96% on room air, and a pain of 9/10. Performing a full head-to-toe assessment revealed:

• Neurological: Awake, alert and oriented x 4, GCS 15, full PERRLA
• Cardiovascular: Normal s1s2, pulses rapid and weak, cap refill <2 secs
• Respiratory: Tachypneic, labored breathing, normal breath sounds
• GI: Nondistended, soft, non-tender, bowel sounds active
• GU: No complaints of urinary problems
• Integumentary: Multiple right arm puncture wounds. Bruising on face. Site of wound warm and swollen. Skin is cool and pale.
• Musculoskeletal: weakness and pain in right arm
• Psychological: Possible PTSD

The patient’s medical history was gathered using the mnemonic device, AMPLE:

• A llergies: Latex
• M edications: Atorvastatin, metoprolol
• P ast medical history: Splenectomy 19 years ago
• L ast oral intake: a glass of water
• E vent leading to injury: playing with dog. Dog overexcited

Question 1: After reviewing the findings in the secondary assessment, what are some notable concerns to address in the assessment?

Question 2: Based on the secondary assessment, what interventions should the nurse expect to be ordered?

Question 3: After performing these interventions, should the patient be admitted into the hospital or discharged and given a follow up visit? Why?

Nursing Case Studies by and for Student Nurses Copyright © by jaimehannans is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Student Case Study

Ai generator.

Delving into student case studies offers invaluable insights into educational methodologies and student behaviors. This guide, complete with detailed case study examples , is designed to help educators, researchers, and students understand the nuances of creating and analyzing case studies in an educational context. By exploring various case study examples, you will gain the tools and knowledge necessary to effectively interpret and apply these studies, enhancing both teaching and learning experiences in diverse academic settings.

What is a Student Case Study? – Meaning A student case study is an in-depth analysis of a student or a group of students to understand various educational, psychological, or social aspects. It involves collecting detailed information through observations, interviews, and reviewing records, to form a comprehensive picture. The goal of a case study analysis is to unravel the complexities of real-life situations that students encounter, making it a valuable tool in educational research. In a case study summary, key findings are presented, often leading to actionable insights. Educators and researchers use these studies to develop strategies for improving learning environments. Additionally, a case study essay allows students to demonstrate their understanding by discussing the analysis and implications of the case study, fostering critical thinking and analytical skills.

Download Student Case Study Bundle

Schools especially those that offers degree in medicine, law, public policy and public health teaches students to learn how to conduct a case study. Some students say they love case studies . For what reason? Case studies offer real world challenges. They help in preparing the students how to deal with their future careers. They are considered to be the vehicle for theories and concepts that enables you to be good at giving detailed discussions and even debates. Case studies are useful not just in the field of education, but also in adhering to the arising issues in business, politics and other organizations.

Student Case Study Format

Case Study Title : Clear and descriptive title reflecting the focus of the case study. Student’s Name : Name of the student the case study is about. Prepared by : Name of the person or group preparing the case study. School Name : Name of the school or educational institution. Date : Date of completion or submission.

Introduction

Background Information : Briefly describe the student’s background, including age, grade level, and relevant personal or academic history. Purpose of the Case Study : State the reason for conducting this case study, such as understanding a particular behavior, learning difficulty, or achievement.

Case Description

Situation or Challenge : Detail the specific situation, challenge, or condition that the student is facing. Observations and Evidence : Include observations from teachers, parents, or the students themselves, along with any relevant academic or behavioral records.

Problem Analysis : Analyze the situation or challenge, identifying potential causes or contributing factors. Impact on Learning : Discuss how the situation affects the student’s learning or behavior in school.

Intervention Strategies

Action Taken : Describe any interventions or strategies implemented to address the situation. This could include educational plans, counseling, or specific teaching strategies. Results of Intervention : Detail the outcome of these interventions, including any changes in the student’s behavior or academic performance.

Conclusion and Recommendations

Summary of Findings : Summarize the key insights gained from the case study. Recommendations : Offer suggestions for future actions or strategies to further support the student. This might include recommendations for teachers, parents, or the student themselves.

Best Example of Student Case Study

Overcoming Reading Challenges: A Case Study of Emily Clark, Grade 3 Prepared by: Laura Simmons, Special Education Teacher Sunset Elementary School Date: May 12, 2024   Emily Clark, an 8-year-old student in the third grade at Sunset Elementary School, has been facing significant challenges with reading and comprehension since the first grade. Known for her enthusiasm and creativity, Emily’s struggles with reading tasks have been persistent and noticeable. The primary purpose of this case study is to analyze Emily’s reading difficulties, implement targeted interventions, and assess their effectiveness.   Emily exhibits difficulty in decoding words, reading fluently, and understanding text, as observed by her teachers since first grade. Her reluctance to read aloud and frustration with reading tasks have been consistently noted. Assessments indicate that her reading level is significantly below the expected standard for her grade. Parental feedback has also highlighted Emily’s struggles with reading-related homework.   Analysis of Emily’s situation suggests a potential learning disability in reading, possibly dyslexia. This is evidenced by her consistent difficulty with word recognition and comprehension. These challenges have impacted not only her reading skills but also her confidence and participation in class activities, especially those involving reading.   To address these challenges, an individualized education plan (IEP) was developed. This included specialized reading instruction focusing on phonemic awareness and decoding skills, multisensory learning approaches, and regular sessions with a reading specialist. Over a period of six months, Emily demonstrated significant improvements. She engaged more confidently in reading activities, and her reading assessment scores showed notable progress.   In conclusion, the intervention strategies implemented for Emily have been effective. Her case highlights the importance of early identification and the implementation of tailored educational strategies for students with similar challenges. It is recommended that Emily continues to receive specialized instruction and regular monitoring. Adjustments to her IEP should be made as necessary to ensure ongoing progress. Additionally, fostering a positive reading environment at home is also recommended.

18+ Student Case Study Examples

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12. Classroom Case Study Examples

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13. Case Study of a Student

14. Sample Student Assignment Case Study Example

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15. College Student Case Study Example

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16. Basic Student Case Study Example

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17. Free Student Impact Case Study Example

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18. Student Case Study in DOC Example

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19. Case Study Of a Student with Anxiety

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Case Study Definition

A case study is defined as a research methodology that allows you to conduct an intensive study about a particular person, group of people, community, or some unit in which the researcher could provide an in-depth data in relation to the variables. Case studies can examine a phenomena in the natural setting. This increases your ability to understand why the subjects act such. You may be able to describe how this method allows every researcher to take a specific topic to narrow it down making it into a manageable research question. The researcher gain an in-depth understanding about the subject matter through collecting qualitative research and quantitative research datasets about the phenomenon.

Benefits and Limitations of Case Studies

If a researcher is interested to study about a phenomenon, he or she will be assigned to a single-case study that will allow him or her to gain an understanding about the phenomenon. Multiple-case study would allow a researcher to understand the case as a group through comparing them based on the embedded similarities and differences. However, the volume of data in case studies will be difficult to organize and the process of analysis and strategies needs to be carefully decided upon. Reporting of findings could also be challenging at times especially when you are ought to follow for word limits.

Example of Case Study

Nurses’ pediatric pain management practices.

One of the authors of this paper (AT) has used a case study approach to explore nurses’ pediatric pain management practices. This involved collecting several datasets:

Observational data to gain a picture about actual pain management practices.

Questionnaire data about nurses’ knowledge about pediatric pain management practices and how well they felt they managed pain in children.

Questionnaire data about how critical nurses perceived pain management tasks to be.

These datasets were analyzed separately and then compared and demonstrated that nurses’ level of theoretical did not impact on the quality of their pain management practices. Nor did individual nurse’s perceptions of how critical a task was effect the likelihood of them carrying out this task in practice. There was also a difference in self-reported and observed practices; actual (observed) practices did not confirm to best practice guidelines, whereas self-reported practices tended to.

How do you Write a Case Study for Students?

1. choose an interesting and relevant topic:.

Select a topic that is relevant to your course and interesting to your audience. It should be specific and focused, allowing for in-depth analysis.

2. Conduct Thorough Research :

Gather information from reputable sources such as books, scholarly articles, interviews, and reliable websites. Ensure you have a good understanding of the topic before proceeding.

3. Identify the Problem or Research Question:

Clearly define the problem or research question your case study aims to address. Be specific about the issues you want to explore and analyze.

4. Introduce the Case:

Provide background information about the subject, including relevant historical, social, or organizational context. Explain why the case is important and what makes it unique.

5. Describe the Methods Used:

Explain the methods you used to collect data. This could include interviews, surveys, observations, or analysis of existing documents. Justify your choice of methods.

6. Present the Findings:

Present the data and findings in a clear and organized manner. Use charts, graphs, and tables if applicable. Include direct quotes from interviews or other sources to support your points.

7. Analytical Interpretation:

Analyze the data and discuss the patterns, trends, or relationships you observed. Relate your findings back to the research question. Use relevant theories or concepts to support your analysis.

8. Discuss Limitations:

Acknowledge any limitations in your study, such as constraints in data collection or research methods. Addressing limitations shows a critical awareness of your study’s scope.

9. Propose Solutions or Recommendations:

If your case study revolves around a problem, propose practical solutions or recommendations based on your analysis. Support your suggestions with evidence from your findings.

10. Write a Conclusion:

Summarize the key points of your case study. Restate the importance of the topic and your findings. Discuss the implications of your study for the broader field.

What are the objectives of a Student Case Study?

1. learning and understanding:.

• To deepen students’ understanding of a particular concept, theory, or topic within their field of study.
• To provide real-world context and practical applications for theoretical knowledge.

2. Problem-Solving Skills:

• To enhance students’ critical thinking and problem-solving abilities by analyzing complex issues or scenarios.
• To encourage students to apply their knowledge to real-life situations and develop solutions.

3. Research and Analysis:

• To develop research skills, including data collection, data analysis , and the ability to draw meaningful conclusions from information.
• To improve analytical skills in interpreting data and making evidence-based decisions.

4. Communication Skills:

• To improve written and oral communication skills by requiring students to present their findings in a clear, organized, and coherent manner.
• To enhance the ability to communicate complex ideas effectively to both academic and non-academic audiences.

5. Ethical Considerations:

To promote awareness of ethical issues related to research and decision-making, such as participant rights, privacy, and responsible conduct.

6. Interdisciplinary Learning:

To encourage cross-disciplinary or interdisciplinary thinking, allowing students to apply knowledge from multiple areas to address a problem or issue.

7. Professional Development:

• To prepare students for future careers by exposing them to real-world situations and challenges they may encounter in their chosen profession.
• To develop professional skills, such as teamwork, time management, and project management.

8. Reflection and Self-Assessment:

• To prompt students to reflect on their learning and evaluate their strengths and weaknesses in research and analysis.
• To foster self-assessment and a commitment to ongoing improvement.

9. Promoting Innovation:

• To inspire creativity and innovation in finding solutions to complex problems or challenges.
• To encourage students to think outside the box and explore new approaches.

10. Building a Portfolio:

To provide students with tangible evidence of their academic and problem-solving abilities that can be included in their academic or professional portfolios.

What are the Elements of a Case Study?

A case study typically includes an introduction, background information, presentation of the main issue or problem, analysis, solutions or interventions, and a conclusion. It often incorporates supporting data and references.

How Long is a Case Study?

The length of a case study can vary, but it generally ranges from 500 to 1500 words. This length allows for a detailed examination of the subject while maintaining conciseness and focus.

How Big Should a Case Study Be?

The size of a case study should be sufficient to comprehensively cover the topic, typically around 2 to 5 pages. This size allows for depth in analysis while remaining concise and readable.

What Makes a Good Case Study?

A good case study is clear, concise, and well-structured, focusing on a relevant and interesting issue. It should offer insightful analysis, practical solutions, and demonstrate real-world applications or implications.

Case studies bring people into the real world to allow themselves engage in different fields such as in business examples, politics, health related aspect where each individuals could find an avenue to make difficult decisions. It serves to provide framework for analysis and evaluation of the different societal issues. This is one of the best way to focus on what really matters, to discuss about issues and to know what can we do about it.

Text prompt

• Instructive
• Professional

Education Case Study Examples for Students

Graduate Student Case Study Example

Student Profile Case Study Example

High School Student Case Study Example

Student Research Case Study Example

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• India Today Hindi

Why Kyrgyzstan hostels housing Indian, Pakistani students were targeted

Violence has erupted in kyrgyzstan, with mobs targeting hostels housing students from india, bangladesh and pakistan. what led to the violence and why so many students from south asia go to study in kyrgyzstan.

Listen to Story

• Mob goes on rampage in Kyrgyzstan, attacking international students
• There are about 14,500 Indian students in Kyrgyzstan
• Kyrgyzstan favoured destination of medical students due to low tuition fees

Kyrgyzstan's capital, Bishkek, has been on the boil over the last couple of days, with violent mobs targeting hostels housing students from India , Bangladesh and Pakistan. Three Pakistani students have been reportedly killed in the violence, prompting Islamabad and New Delhi to issue advisories for its nationals in Kyrgyzstan.

Local reports said the violence erupted following a brawl at a hostel between locals and foreign students, including Pakistanis and Egyptians. A video of the fight, which allegedly happened on May 13, went viral on social media and the violence spilt onto the streets of Bishkek.

"A few hostels of medical universities in Bishkek and private residences of international students, including Pakistanis, have been attacked. There have been reports of light injuries to a number of students from Pakistan," the Pakistan embassy said.

"Despite social media posts about the alleged death and rape of Pakistani students, so far, we have not received any confirmed reports," it further said.

"The situation is presently calm, but students are advised to stay indoors for the moment," the Indian Consulate tweeted.

Meanwhile, videos of the clashes have flooded social media since Friday night.

In one such viral video, three students are seen narrating the harrowing situation. One of the students said mobs started attacking international students after a fight between locals and Egyptian students. He said six students were killed even though he did not specify their nationalities. He also claimed that the police were not helping the international students.

WHY STUDENTS FROM INDIA GO TO STUDY IN KYRGYZSTAN

The recent developments appear to reflect tensions in the Central Asian country over the increasing inflow of migrants from South Asia and Russia.

Kyrgyzstan has long been a favoured destination for students from South Asian nations for top-notch medical training. As per the Migration Data Portal, Kyrgyzstan hosted the highest number of international students (61,418) in 2021 among the five Central Asian countries.

There are about 14,500 Indian and 10,000 Pakistani students in the Central Asian nation.

There are multiple reasons why students flock to Kyrgyzstan, which has the best healthcare, education, and transportation facilities among Central Asian nations.

Cheap cost of living, wide availability of Indian cuisine, a good student-teacher ratio, and no entrance fees are some of the facilities that attract Indian MBBS students. Moreover, degrees provided by most Kyrgyzstan medical institutions are internationally recognised and also by the World Health Organisation (WHO).

Even though Russian is the official language, teaching activities are conducted in English.

One of the major factors is the tuition fee. An MBBS course of 5–6 years, including clinical training, will cost around Rs 22 lakh in Kyrgyzstan.

KYRGYZSTAN'S MIGRANT PROBLEM

The migration situation has also been exacerbated by the Ukraine war, with a wave of Russian migration to Kyrgyzstan following military mobilisation in the country. Kyrgyzstan offered a "digital nomad" programme for Russian natives and their families to settle in the country.

Kyrgyzstan was part of the erstwhile Soviet Union and became independent in 1991. As per the government, 184,000 Russians arrived in the country from January to September 2022.

This raised concerns among locals amid an economic downturn. Kyrgyzstan is heavily dependent on Russian foreign direct investment and labour migrant remittances from Russia.

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Home > ETD > Doctoral > 5646

Doctoral Dissertations and Projects

A case study of online discussion boards for first year college students: a qualitative case study.

Eric Cummings , Liberty University Follow

School of Education

Doctor of Education in Curriculum & Instruction (EdD)

first-year students, online learning, higher education, sociocultural theory, community of inquiry

Disciplines

Adult and Continuing Education | Online and Distance Education

Recommended Citation

Cummings, Eric, "A Case Study of Online Discussion Boards for First Year College Students: A Qualitative Case Study" (2024). Doctoral Dissertations and Projects . 5646. https://digitalcommons.liberty.edu/doctoral/5646

The purpose of this case study was to understand first-year college students’ perspectives on online discussion boards in the context of learning, via the community of inquiry framework. The theory guiding this study is Lev Vygotsky’s sociocultural theory, which identifies how learners create their own learning experiences in the classroom. The theory’s value comes from it being used to understand student thought in discussion boards, which is the study’s focus. A case study was the design, and the goal was to gather empirical data from discussion board experiences from students. The central research question was What are the experiences of a group of first-year nontraditional students engaged in a discussion board for a virtual English composition course? Fourteen students, 13 females and one male, made up the sample. Their discussion board responses, individual interviews, and group study recordings represent the qualitative data. All data were collected in a virtual setting via the online classroom, as well as Zoom. Interpretational phenomenological analysis was employed to analyze student interview responses, the group study, and discussion board responses to uncover themes in the data. The study found four significant themes during the analysis phase. First, the participants took little satisfaction in the social presence in the discussion board due to a lack of social opportunities. However, the participants did enjoy instructor presence, thanks to quick, encouraging, and critical responses. In addition, the participants did not exhibit a sense of critical thinking and seemed to participate with mostly the minimum requirement. It is hoped this research will act as a foundation for additional exploration into the community of inquiry’s relationship with online learning by providing starting points for answers to the issue of online student engagement.

Since May 22, 2024

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