International Journal of Teaching and Learning in Higher Education 2006, Volume 18, Number 2, 142-149 http://www.isetl.org/ijtlhe/ ISSN 1812-9129 Using the Case Method to Teach Online Classes: Promoting Socratic Dialogue and Critical Thinking Skills Stephanie L. Brooke University of Phoenix With increasing interest in online education, instructors must have a repertoire of tools available to promote the critical thinking skills of their students. This paper will present the case method as one pedagogical approach for teaching online courses. Example cases are provided. Pedagogical approaches to working with new and seasoned online students are addressed. Further, the benefits of using the case method to promote learning in the virtual classroom are explained. The case studies presented for online classes present concrete situations that can be used to stimulate analysis, requiring students to project how they might respond to a set of circumstances. Case studies promote Socratic dialogue and higher order thinking skills. Further, the case method can be a good vehicle for stimulating students’ thought about step-by-step planning. The use of the case method to teach is not learning can be set up in a variety of formats. The next particularly novel. It has been used for some time in section will describe such formats as well as defining face-to-face classes. Conant (1949) of Harvard the case method approach. University was the first professor to center his entire course on the use of the case method. As colleges and Case Method Defined universities go through technological innovations, such as offering classes online, the case method can be What is meant by the term, case method? “Cases adapted to the virtual classroom to promote critical are often actual descriptions of problem situations in the thinking skills. For the most part, case studies have field in which the case is being used; sometimes, they rarely been used to teach online, undergraduate courses. are syntheses constructed to represent a particular One critical challenge is to engage the online learner in principle or type of problem” (McKeachie, 1999, p. the material presented and to foster higher order 177). The case method is an inductive process by which thinking. The case method is an active learning strategy students learn through their joint, cooperative effort as that engages students and fosters higher order thinking. opposed to the professor conveying views to students Also, the case method also facilitates problem solving (Herreid, 1994). This is in direct opposition to what skills (Levine, 1994). Friere (1971) termed, the banking method of education. Problem-based learning (PBL) is an instructional With the banking method of education, students are method that challenges students to actively learn by repositories for the instructor’s information. The working cooperatively in groups to seek solutions to students then spit back the facts that the instructor as real world problems. provided – there is no critical thinking involved in this practice. With the case method, students and the The ideas embodied in problem-based learning professor engage in a Socratic dialogue which fosters have a long history, ranging back at least to the use critical thinking skills; thereby, eradicating the banking of cases in Harvard Medical School in the method of education in the virtual classroom. The case nineteenth century and extending through John method is designed to enhance student understanding of Dewey’s philosophy, Jerry Bruner’s discovery core concepts of the course as well as to encourage learning, and the development of simulations in the critical thinking. 1960s. (McKeachie, 1999, p. 175) In using cases, students become active, similar to the Bau Hause method, which is ‘learning by doing’: The case method, like other problem based learning It is an active learning strategy. The case method strategies, “are intended to develop student ability to follows this line of philosophy. Cases provide students solve problems using knowledge, concepts, and skills with the opportunity to exercise decision making, relevant to a course. Cases provide contextualized whether individually or in a team format. For the learning, as contrasted with learning disassociated form disciplined student, cases help increase motivation meaningful context” (McKeachie, 1999, p. 177). These (Washull, 2005). Further, it provides them with real problems are used to engage students' curiosity and life examples (Brooke, 2005). Some students have initiate learning the subject matter. PBL prepares difficulty connecting the theory to real life, practical students to think critically and analytically, and to find examples. The case approach ameliorates this and use appropriate learning resources. Problem based problem. Brooke Case Method 143 The method is easy to implement. As you will see with the discussion. in the following sections, I created short case scenarios Debates are an interesting way to deal with and integrate them in the presentation of the course subjects that have two extremes or opposing views. For material. The difference between face to face classes instance, when I teach child development online, I split and online classes is in the length of the case study. the class into two teams, those who support co-sleeping Shorter, abbreviated problem based cases are used to with infants and those who do not support co-sleeping effectively teach online classes. The following section with infants. This is a good way to bring up cultural looks at types of cases that instructors can utilize in the variations in the way children are raised. Students have online classroom to motivate students to learn. the opportunity to see evidence on both sides of the debate. Additionally, some students who have had one Types of Cases point of view at the beginning of the class have changed to the other point of view after the presentation of There are a variety of venues for presenting cases evidence in the debates. such as discussion, debates, and trials, and public For online teaching, instructors can also use the hearings. I regularly use discussion, debates, and trials. trial method. The trial should be focused on the material The public hearings can be quite complex for a face to in the lecture. I have both teams write an introductory face classes and may be very difficult to implement in statement. They write it collaboratively in their teams, an online environment; therefore, public hearings will using references to support their work. I create a work not be discussed here. area in the course management system for each team; The discussion approach is perhaps the best known only the team members have access. In addition, I for presenting cases (Herreid, 1998) and is one that I assign the members. After the posting of the utilize often in the online classroom. Instructors can introductory statement, each team creates a rebuttal in present a case that requires students to make an direct response to the opposing team’s introductory evaluation. In my abnormal psychology online course, I statement. Next, they pose one question to the opposing present cases where a person may or may not be team. Time permitting, there can be more questions. suffering from a mental disorder. Students try to Each team ends with the closing argument or statement. diagnose the case according to Diagnostic Systems The debate format works well with a smaller group of Manual (DSM) criteria. Here is an example: students, 15 or less. The following case study is an example of one the scenarios that I have used in How would you diagnose the following case and introductory psychology courses: what treatment approach would you use? Use theory to support your response: This is a case of a A woman’s twelve-year-old daughter had been woman who is quiet, reclusive, and withdrawn. She approached sexually by her grandfather, the has no close friends and resents it when people try woman's father. The grandfather, as is often the to intrude on her solitude. She works in a library in case, was a responsible member of the community, the stacks and prefers not to deal with the public. a proverbial "pillar" of family rectitude. The child's Her co-workers find her to be unresponsive, experience had triggered a memory that the mother unemotional, and she does not seem to be had long repressed: when she was the same age as interested in interacting with them. She reads at her daughter, her father had sexually molested her. night and rarely goes out. She is often described as As a young teenager, she had dealt with it fairly a loner. well, told no one, and repressed the incident altogether. Though she had managed reasonably This brief version has worked well for online cases that well to overcome her feelings of fear and guilt, in utilize discussion questions, such as the University of retrospect she realized that it had inhibited her Phoenix, where classes meet for only five weeks. For sexual responsiveness and healthy adjustment to online classes which meet for 14 weeks, so I can use adulthood. When she confronted her father with the more extensive cases, such as the one I co-authored truth, he denied it absolutely and acted as if she had with a colleague: The case of Maria (Brooke & Martin, imagined the whole thing. Her own mother accused 2004). To view the case, please go to: her of hating her father and plotting to destroy the http://www.sciencecases.org/therapeutic_relationship/th family. Now she wants to bring her father to trial erapeutic_relationship.asp. To see the teaching notes, for sexually abusing her as a child. go to: http://www.sciencecases.org/therapeutic_ relationship/therapeutic_relationship_notes.asp. The Students can be quite dramatic with this approach discussion approach can be used with online classes and find it a beneficial learning experience. I assign the that have 25 students or less. For this approach, the roles of lawyers, grandfather, grandmother, mother and instructor must make sure that students stay on track daughter. The lawyers ask a question of their witnesses Brooke Case Method 144 and the witnesses respond. The trial ends with the Beginning students will need opportunities for lawyers making their closing statements. “Whatever the proactive problem solving. Working in teams seems case, it typically involves the possibility of several to be the most troublesome area for students. Through alternative approaches or actions and some evaluation my experiences of teaching online for the past several of values and costs of different solutions to the problem years, I developed case vignettes that allow beginning posed” (McKeachie, 1999, p. 177). students to resolve team issues before the even start working in their own learning teams. Here is an Beginning Online Students example: The pedagogy of teaching beginning online Learning Team A is made up of Frank, Omar, students differs greatly from that of seasoned online Lisa, Jackie, and Shawn. Frank volunteers to be students. In some sense, there is a great deal more hand the team leader and takes control rather easily. holding and direction from the instructor. Students are He notices Lisa is the last person to make challenged to acclimate to the online environment in comments and suggestions. Also, she shows up in addition to learning the course content. Some online the main folder but not the group folder. The institutions require that students work in virtual teams deadline for the first project is in two days and so the instructor needs to facilitate their experience in Lisa has not contributed much. If you were in working in groups online. In addition, many students Learning Team A, how would you first define the are new to this format, so instruction in communicating problem? online and netiquette is essential. Please see Appendix A for the Communicating Online Tips sheet that I use Not only does this give students an opportunity to to teach online classes. deal with problems before they may arise in the team, New students will need assistance with tone. When it gives them the chance to exercise their critical we meet people face-to-face, we usually have a clear thinking skills. In this case, I ask students to first sense of what is appropriate in the way we act and think of the possible reasons why Lisa might be communicate. Meeting people over the Internet inactive prior to jumping in to problem solving. They similarly requires a certain level of awareness. On the are exposed to different points of view on the Internet, we cannot read body language such as smiles, possible reasons for Lisa’s behaviors. After this, I nods of the head, or looks of disapproval. We cannot then ask them how to resolve the dilemma. Here is hear the tone of another person's voice. Tone is one beginning student’s response to the cases I conveyed through word choice in the virtual classroom. developed for beginning online students: Sarcasm in particular comes across poorly in Internet communication. For example: Think of a simple I thought that the case studies were interesting. I question such as, "Are you serious?" In a friendly learned a lot from them because I had to perform situation, this could be sincere. In a loud and aggressive more research to understand what the studies tone, it could mean something quite different, perhaps were about before I could reply on them. They "Have you lost your mind?" When using electronic opened my eyes up to topics that I would not communications, it may be difficult for others to know ordinarily had been interested in, sought after on what you really intended to convey. Students must be my own, or been aware of. They also made me guided into communicating carefully and effectively, aware of how much I do and do not agree with particularly at the start of a course. certain aspects of a topic. Also, they corrected Conflict between students, most often in the team my perception on certain aspects of subjects. All areas, is an issue with beginning online students. It is in all, the cases are very informative, prompt an important for the facilitator to guide the groups from awareness, and was good practice for destructive conflict to constructive conflict. For enhancing my research skills. instance, destructive conflict involves disagreements centered on personality, whereas constructive conflict Teaching students how to create substantial involves substantive conflict or disagreement with ideas discussion responses to the cases is the critical task of and group issues (Tannen, 1998). I have found that the the instructor. This holds true for beginning as well as case method ameliorates destructive group conflicts by seasoned online students. Writing, “I agree with you” building cohesion and promoting positive group or “Good point”, is not enough and certainly not a interaction skills such as brainstorming and conflict substantial response. I require that students build on management. For more information on promoting their peer’s response and use references and theory to positive team decision making, see Porter’s (2003) support their work. Please see Appendix B for my article. post to students on creating substantial responses. Brooke Case Method 145 Seasoned Online Students 95% student attendance. I noticed an increase in student participation with the cases. I use an The principles for teaching the case method for evaluation form, see Appendix C, to gather student new students will occasionally have to be reinforced feedback on the case method, from which the student with seasoned students. With seasoned students, cases comments were derived for this article. can be taken a bit farther by having students actively There are several benefits to using the case apply the course material to the case. The cases can be method to teach online classes. The goal of the case more complex, challenging students to spend more approach is to develop student’s analytical and time analyzing the problems and issues of the case. decision making skills (Erskine, Michiel, & This promotes a highly interactive discussion. For Mauffette-Leenders, 1981; Gragg, 1953). In addition seasoned students, I try to find real life cases to which to analysis, other learning outcomes include they can apply the theory from the course and exercise application of theory, synthesizing material, and their critical thinking skills. Here is an example that I making evaluations. By providing opportunities for use for my online philosophy class: application, analysis, synthesis, and evaluation, the case method goes beyond the recall and recognition Cities around the country are preventing Wal- tasks that are associating with the banking method of Mart from opening new stores on the grounds that education (Friere, 1971; Gross, 1999). these stores would "threaten" other businesses and Problem based learning is one method that replace higher paying jobs with lower paying dedicated instructors use to help students learn. The ones. Develop a logical argument which presents case approach is one form of problem based learning your support or lack of support of this idea. that activates the student’s prior knowledge base. According to Barrows and Kelson (2005), problem Students have a variety of stances on this based learning (PBL) is: particular case, sometimes challenging one another because their views are diametrically opposed. In this both a curriculum and a process. The curriculum case, I can also teach about the logical fallacies, such consists of carefully selected and designed as ad homonym. It is important that they logically problems that demand from the learner respond to the ideas of a post and not attack other acquisition of critical knowledge, problem solving students. The Manoa Writing Program (2005) proficiency, self-directed learning strategies, and provides some good suggestions for students when team participation skills. The process replicates they respond to a peer’s post. the commonly used systemic approach to The Wal-Mart case is quite controversial. I resolving problems or meeting challenges that are noticed that this case promotes a great deal more encountered in life and career. (para. 1) interaction between the students and the attendance in the online classroom increases. Here is what one Through the use of the case method and thought student said about the Wal Mart case: questions, the instructor can promote active engagement in the virtual classroom. Since many Case One regarding Wal-Mart was one of the cases focus on real life problems and dilemmas, the most growing experiences I have had of the four students will be able to transfer this information to cases posted. I think the controversy of that topic other settings, such as their work environment. Many had the most passion of all the discussion online students already have careers so the practical questions we had. It really made me see how applications of the case method approach are divided people can be over an issue and made me immediately applicable. more aware of how references can really help Students gain a great sense of meaning and can drive your side of the argument home. It also actively apply theory to support the solution to a opened my eyes more of how the other side feels problem presented in a case. In some ways, this is a on this issue. I still don't agree with them but I proactive approach to problem solving, particularly know in this class I was highly out numbered and with beginning students first learning how to work in I started wondering if the odds are the same virtual teams. Enhancing intrinsic learning, combating outside of this class. retroactive inhibition, increasing encoding specificity, and developing more diverse schemes are other Benefits of Using the Case Method benefits of using the case approach to teach online course (Brooke, 2005). In summary, the case approach According to Herreid (1994), traditional lectures promotes social change in that students reflectively have only 50-65% student attendance. On other hand, and critically examine their own thoughts in relation when using the case method, Herreid (1994) reports to the course material and other student’s responses. Brooke Case Method 146 Conclusion human relations and administration (pp. 3-12). Cambridge, MA: Harvard University Press. Using the case method to teach online classes Gross, R. (1999). Peak learning. New York: Pearson. promotes a learning-centered cultural milieu (Brooke, Herreid, C. F. (1994, February). Case studies in 2004; Brooke 2005). By learning-centered, I am science: A novel method of science education. referring to students developing responsibility for Journal of Computer Science and Technology, their own learning. The instructor is the facilitator and 221-229. further refines critical thinking skills and analysis. Herreid, C. F. (1998, February). Sorting potatoes for Using the case method allows for a balance of power Miss Bonner: Bringing order to case-study between teachers and students. Additionally, cases are methodology through a classification scheme. highly motivating as demonstrated by increased Journal of Computer Science and Technology, attendance (Herreid, 1998). Instructors have a wealth 236-240. of information for creating cases. For my short, five Levine, M. (1994). Effective problem solving. Upper week classes, case vignettes are appropriate. For Saddle River, NJ: Prentice-Hall. beginning students, I use past student problems to help Manoa Writing Program. (2005). Peer review. current students engage in proactive problem solving. University of Hawaii at Manoa. Retrieved For seasoned students, they can be challenged to view October 13, 2005 from another side to a topic, thereby allowing further http://mwp01.mwp.hawaii.edu/resources/peer_rev refinement of their thoughts on the matter. The case iew.htm. method is a didactic, pedagogical approach for McKeachie, W. J. (1999). McKeachie’s teaching tips: promoting learning in the virtual classroom. Strategies, research, and theory for college and university teachers. New York: Houghton Mifflin. References Porter, S. (2003). Team decision-making. Phoenix, AZ: University of Phoenix. Barrows, H., & Kelson, A. (2005). Overview of PBL. Tannen, D. (1998). The argument culture: Moving Retrieved on September 10, 2005, from from debate to dialogue. New York: Random http://www.mcli.dist.maricopa.edu/pbl/info.html. House. Brooke, S. L. (2004, October). The use of the case Washull, S. B. (2005). Predicting success in online method in the virtual classroom. Paper presented psychology courses: Self-discipline and at the Annual Case Studies in Science motivation. Teaching of Psychology, 32(3), 190- Conference, Buffalo, NY. 192. Brooke, S. L. (2005). The use of the case method to teach online classes. Proceedings of the _____________________ International Society for Exploring Teaching and Learning, 34-35. STEPHANIE L. BROOKE has her M.S. degree in Brooke, S. L., & Martin, J. (2004). The case of Maria. Community Agency Counseling, a Ph.D. in University of Buffalo, NY: National Center for Organizational Psychology, and Certification in Art Case Study Teaching in Science. Therapy. Additionally, she is a Nationally Certified Conant, J. B. (1949). The growth of the experimental Counselor. Dr. Brooke has written three books on art sciences: An experiment in general education. therapy and published several professional, peer New Haven, CT: Yale University Press. reviewed journal articles. Dr. Brooke is the Vice Erskine, J. A., Michiel, R. L., & Mauffette-Leenders, Chairperson for ARIA (Awareness of Rape and Incest L. A. (1981). Teaching with cases. Waterloo, Through Art).Dr. Brooke is a national and Canada: Davis and Hedersen. international consultant. She speaks on the topics of Friere, P. (1971). Pedagogy of the oppressed. New assessment, online instruction, sexual abuse, trauma, York: Herder and Herder. and art therapy assessment. Dr. Brooke is also a Gragg, C. I. (1953). Because wisdom can’t be told. In professional editor, specializing in dissertation and K. R. Andrews (Ed.), The case method of teaching thesis editing. Brooke Case Method 147 Appendix A Communicating Online Tips Hello Everyone! Remember that conveying meaning is extremely important since there are no facial, voice or body clues that are transmitted with your message. In class you may be able to say No in a sarcastic tone, and everyone will know that you don’t really mean it. Online, you must make sure that the words that you use to communicate your message are accurate and appropriate. In no time at all, you’ll feel techno-savvy and completely comfortable with online communication! Netiquette: Many members of the electronic community have contributed to these guidelines. A couple of URLs are included below that may be helpful as you learn to communicate in the online world. Arlene Rinaldi, Florida Atlantic University wrote The Net: User Guidelines and Netiquette: http://www.fau.edu/netiquette/net/index.html Delaware Technical Community College posts this web page about Netiquette: http://www.dtcc.edu/cs/rfc1855.html Albion.com (a San Francisco-based Internet reference publishing firm) publishes a web page labeled The Core Rules Of Netiquette excerpted from the book Netiquette by Virginia Shea: http://www.albion.com/netiquette/corerules.html An unknown author has posted a web page on GeoCities that provides the reader with etiquette for chat rooms: http://www.geocities.com/SouthBeach/Breakers/5257/Chatet.htm Emoticons: It is often difficult to express emotion or humor when communicating online. Adding Emoticons (Smileys) to your e- mail or chat message may help you to convey more clearly the meaning of your message. Remember, though, you are in an academic setting – too much humor is probably not wise! From MIT, this web page has been posted: http://www.mit.edu:8001/people/cordelia/smileys.html A professor from Tokyo International University of America posted this web page with emoticons: http://www.mit.edu:8001/people/cordelia/smileys.html About.com provides this web page of smileys: http://netforbeginners.about.com/internet/netforbeginners/ gi/dynamic/offsite.htm?site=http://rcswww.urz.tu-dresden.de/~jloeffle/smiley_dict.html Brooke Case Method 148 Appendix B Creating Substantial Discussion Responses Discussion Responses: • A good response to the question should be one or two paragraphs, and address all of the issues that are raised. • A good response to others is not something like "I agree." Please find something that you can analyze, add to, critique, explain, disagree with, or something. It should be a few cogent sentences. It should contain something that shows your knowledge of the book, as well as additional materials you might bring to class from the web and elsewhere. • A good response to a written question should be one to two pages in length, and address all of the issues that are raised. • You must use references to support your work. You CANNOT copy a website and paste it as your response. If you want to use a website, summarize it, outline the pertinent information, and then cite the webpage. If you copy a webpage as your response, you will earn 0 points for the module. • Think of this as your opportunity to teach. Create substantial responses which expand on a point and present information on the topic. Your responses should demonstrate your critical thinking on the topic. Brooke Case Method 149 Appendix C Case Evaluation Form Name: (optional) _____________________________________________________________ Class: ___________________ Date: __________ Content and Organization Points Earned Comments: Please rate with a 1 (strongly disagree) to 4 (strongly agree) Scale in the Points Earned Column All key elements of the cases were covered in a substantive way. The cases were comprehensive, accurate, and /or persuasive. The cases developed a central theme or idea, directed toward the appropriate audience. The cases helped me link theory to relevant examples of current experience and industry practice and uses the vocabulary of the theory correctly. Cases were stated clearly; are supported by specific details, examples, or analysis; and are organized logically. I learned more about the course topic through the use of the cases. The cases allowed me to develop new perspectives with respect to the course content. Add your own criterion here: This section will be tallied by me. Points Earned Comments: