Assessing the effect of case-based teaching compared with lecture-based teaching on students’ knowledge and perceptions in a senior undergraduate dairy cattle management course

Abstract

Animal science students need to apply knowledge acquired during their degree program to real-life scenarios in future careers. Little to no research exists evaluating the effects of case-based (CB; material presented as a case study) and lecture-based (LB; material presented as a lecture) teaching in animal science in higher education. The objectives of this study were to determine the effects of CB and LB teaching methods on student performance and to assess students’ attitudes towards CB and LB teaching methods in a senior dairy cattle management course. A cross-over study design was conducted over two course modules (1=‘calf health’ and 2=‘lameness’) with a washout period of two weeks. Students (n=25) were randomly assigned to CB or to LB in module 1 and received the other method in module 2. Students completed a pre- and post-quiz in each module that consisted of 10 multiple choice questions and 3 short-answer questions. Three separate linear mixed regression models were used to assess the effect of teaching method (CB or LB; predictor) on three different continuous outcomes for student performance: change (post-score – pre-score) in short answer quiz scores, change in multiple choice quiz scores, and the change in total quiz scores. Students completed an attitude assessment after each module that consisted of 8 Likert-scale statements and 2 free-response questions. Data were de-identified and two researchers blinded to students’ CB or LB status analyzed free responses to identify themes. A logistic regression, which controlled for module and included student as a repeated measure, was used to determine if the proportion of students that agreed (outcome: yes/no) with each Likert-scale statement was different between CB and LB. There was a tendency for CB teaching methods to improve change in multiple choice quiz scores (P = 0.06). The change in total quiz scores and the change in short answer quiz scores did not differ between CB and LB groups (P > 0.1). For the survey statements “I enjoyed the teaching method used in this module” and “I wish this teaching method was utilized in more of my classes”, more students in LB agreed than in CB (P < 0.05). The themes preference, perceived benefits, and perceived drawbacks were mentioned in 80%, 44%, and 28% of CB comments, and in 84%, 40%, and 18% of LB comments, respectively and suggest students enjoy case studies but prefer to receive information via lecture first.

A preliminary exploration of the impact of experiential learning on animal science undergraduates’ perceptions of humane stunning and slaughter

“…In the almost four decades since ELT was first defined, many educators have considered the influential role of experiential learning on student performance ( Freeman et al, 2014 ; Seguino et al, 2014 , Deslauriers et al, 2019 ; Ferree et al, 2022 ), while also tailoring innovative teaching methods to fit a wide range of disciplines, student needs, and classroom environments ( Reiling et al, 2003 ; Chavan, 2011 ; Coker and Porter, 2016 ). However, despite experiential learning’s growing popularity among educators and students alike, the teaching method is not widely adopted in higher education programs and coursework.…”

“…However, despite experiential learning’s growing popularity among educators and students alike, the teaching method is not widely adopted in higher education programs and coursework. More passive forms of teaching and learning, including traditional lecturing (e.g., teachers presenting information and answering questions and students listening and taking notes), remain the most predominant teaching strategy employed in higher education ( Wurdinger and Allison, 2017 ; Ferree et al, 2022 ). These findings warrant future work on ways to effectively overcome challenges associated with implementing innovative teaching methods into existing programs so that instructors can continue to develop and refine high-quality learner-centered coursework.…”

“…A variety of disciplines in higher education, including in the animal and veterinary sciences, have integrated experiential learning activities into existing curricula and have demonstrated student-oriented benefits such as improved critical thinking and problem-solving skills ( Reiling et al, 2003 ; Seguino et al, 2014 ; Ruiz-Romero and Vargas-Bello-Pérez, 2022 ). Despite the identified benefits associated with experiential learning, most courses at the collegiate level are still taught with traditional lecture-based methods ( Wurdinger and Allison, 2017 ; Ferree et al, 2022 ).…”

Combining Synchronous and Asynchronous Learning: Student Satisfaction with Online Learning using Learning Management Systems

“…Learning through LMS in live presentations by lecturers and uploaded pre-recorded video lectures in synchronous and asynchronous learning influence student-lecturer interactions. There are three types of interaction in distance education: learner-content, learner-instructor and learner-learner (Kuo, Walker, Schroder, & Belland, 2014), in which students gain knowledge through video lectures as the main method of content delivery and discuss with lecturers and peers on the LMS platform (Ferree et al, 2022). Furthermore, learning material can be accessed at any time and from any location.…”

An Analytical Study Of The Status Of Using Video-Based Online Learning In India (With Special Reference To SVBOLT And AVBOLT)

“…Learning through LMS in live video productions by lecturers and uploaded pre-recorded video lectures in synchronous and asynchronous learning affect student-lecturer communications. There are three types of interaction in distance education: learner-content, learner-instructor, and learner-learner (Kuo, Walker, Schroder, & Belland, 2014), in which students improve knowledge with video lectures as the main method of content delivery and discussion with lecturers and peers on the LMS platform (Ferree et al, 2022). The Online tools have the potential to help students learn in groups or independently with their devices and include interactive learning tools for interaction (Ibrahim, Sunardi, & Isnaini, 2022).…”