Case Methodology for Adult Learning

Abstract

The emergence of case-based learning underscores the relevance of traditional learning discourses in professional education. Modern day cases are not stories of the past but tools of experiential learning, which evoke sharp critical thinking, analysis, interpretation and application. Opponents of the case method may assert that case studies lack in rigour and reliability and that they do not address the issues of generalizability, which can be effectively tackled by quantitative methods. Cases are not designed to present a right answer, which one can memorize in the hope that it can be applied to similar situations. The learning comes from actually participating in the search for solutions. This article explores the domain of case-based teaching as a learning tool and the underlying issues and challenges inherent to the design, analysis and pedagogy of case form. It also attempts to make a critical review of systemic issues related to theory and practices.