The Impact of Writing Case Studies: Benefits for Students’ Success and Well-being

Escartín, Jordi; Saldaña, Omar; Martín-Peña, Javier; Varela-Rey, Ana; Jiménez, Yirsa; Vidal, Teresa María Vinyoles i; Rodríguez‐Carballeira, Álvaro

doi:10.1016/j.sbspro.2015.07.009

Cited by 21 publications

(20 citation statements)

References 14 publications

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“…24,25 The most effective features of e-learning, according to students, are images, charts, videos, examples, and case studies. [26][27][28] More than three-fourth of students consumed four hours a day on internet for academic purposes. On the contrary, almost two-thirds of students spent six hours a day online for non-academic purposes, while the remaining one-third spent seven hours or more a day online for nonacademic purposes.…”

Section: Discussionmentioning

confidence: 99%

Healthcare Students’ Perceptions towards Using e-learning, and Self-reported Drivers and Barriers during COVID-19 Pandemic

Ansari¹,

Alshammari²,

Alqahtani³

et al. 2022

JYP

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Background: COVID-19 pandemic has reignited interest in online education as an appealing alternative. The study's goal was to evaluate students' perception of using e-learning, and to identify drivers and barriers the students experienced to the application of e-learning tools. Materials and Methods: This cross-sectional study was conducted between March 2020 and May 2020. The data was obtained using a self-administered questionnaire from the students adopting a census sampling method. The findings of Lean et al., as well as the study's objectives, were used to develop the questionnaire. The data was evaluated for descriptive and inferential analyses using SPSS version 21 (IBM Corporation, Armonk, NY, USA). Results: More than one half (52.7%) of the total students (n=228) opined e-learning as a useful method for grasping basic concepts and coming up with new ideas. Pictures, graphs, videos, illustrations, and case studies were among the most beneficial aspects of e-learning (56.1%). The ease of communicating electronically (p=0.045) and smoother interaction between instructor and student (p=0.050) were the major motivators across the colleges. Sluggish internet (p=0.010), misunderstanding about the importance of the study material (p=0.007) and ambiguity about where to begin (p=0.048) were the three significant issues encountered during e-learning across the gender. The most significant disadvantage of having more internet access as a result of online learning was that students spent a significant proportion of their daily time on non-academic activities. Conclusion: Electronic learning is a useful and productive educational tool particularly during the COVID-19 pandemic. Images, charts, videos, illustrations and case studies can all help to highlight its beauty.

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Section: Discussionmentioning

confidence: 99%

Healthcare Students’ Perceptions towards Using e-learning, and Self-reported Drivers and Barriers during COVID-19 Pandemic

Ansari¹,

Alshammari²,

Alqahtani³

et al. 2022

JYP

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“…Students were asked to develop and write a case study using knowledge related to the content every week but without explicitly naming it. The content had to be reflected in a fictitious story so that, when analysing the story, it should be possible to detect and extract the theoretical content (Escartín et al, 2015). Thus it could be proved that students had made adequate use of the knowledge acquired.…”

Section: Interventionmentioning

confidence: 99%

Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction

Oliván-Blázquez

Aguilar-Latorre

Gascón

et al. 2022

Active Learning in Higher Education

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Active learning methodologies, such as flipped classroom (FC), generate a higher level of student engagement, greater dynamism in learning and more significant interactions with course content. Some other active methodologies used in the academic environment are problem-based learning (PBL) and case study (CS). There are few studies that analyse FC combined with PBL class activities or with course-based learning (CBL) activities, however, in fact, there are no studies that analyse which combination of activities would lead to better academic performance and student satisfaction. The main aim of this study is to comparate FC methodology, combined with PBL activities or with CBL activities, in improving the academic performance of undergraduate social work students. This work also intends to analyse the level of satisfaction with the course and the methodology used. A class level randomisation study was performed. Both groups in the study used an FC active methodology, but group 1 applied this methodology with PBL, whereas group 2 applied it in conjunction with a CBL methodology. The students also had to do activities at home that were related to the PBL or CS methodology. There were significant differences in both categorical and quantitative exam scores, with the group that had applied the FC + PBL methodology achieving a higher grade in the exam and containing a higher percentage of students who passed or received merit and outstanding grades. In general, there was a good level of satisfaction in both groups and there were no significant differences across all items asked, except for ‘It helps critical thinking’ and ‘It helps to apply theory to assessment’, which were evaluated more favourably by the FC + CBL students.

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“…Three professors and 95 students from the Communication career and the master's in communication, mention Research and Digital Culture participated. The process of preparing and creating the storytelling pieces was developed in two phases, using the methodology of Escartín et al (2015). This made possible to compare the results of its implementation and the perceptions of the students involved, in order to identify different learning styles in the two study modalities and take the necessary corrective measures, promoting a teaching-learning process articulated with the profile of the students in each case.…”

Section: Introductionmentioning

confidence: 99%

Storytelling para potenciar la creatividad en el aula universitaria

Flandoli

Maldonado

Rivera

2020

UDAVER

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En los últimos años, el uso del storytelling como técnica de aprendizaje de estudiantes y docentes universitarios, ha sido un tema de discusión en el plano académico-investigativo debido a la capacidad que se le otorga de influir desde la dinámica narrativa, en la construcción de recursos educativos innovadores, fomentando la creatividad y los distintos procesos cognitivos. El objetivo de la presente investigación es evaluar las posibilidades educativas del storytelling en la formación de los estudiantes universitarios y analizar las percepciones del alumnado sobre el mismo como recurso educativo, a través del uso de las herramientas tecnológicas gratuitas. La investigación se implementó en tres asignaturas bimodales (modalidad a distancia y presencial), participaron 3 profesores y 95 estudiantes de la carrera de Comunicación y de la maestría en Comunicación mención investigación y cultura digital. Se desarrolló en dos fases, lo que permitió comparar los resultados de su implementación, para conocer diferentes estilos de aprendizaje en las dos modalidades de estudio y tomar los correctivos necesarios, promoviendo un proceso de enseñanza-aprendizaje articulado con el perfil de los estudiantes en cada caso. Los resultados apuntan a que los estudiantes se muestran satisfechos con el proyecto y existe una mayor apropiación de los contenidos de cada una de las asignaturas.

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The Impact of Writing Case Studies: Benefits for Students’ Success and Well-being

Cited by 21 publications

References 14 publications

Healthcare Students’ Perceptions towards Using e-learning, and Self-reported Drivers and Barriers during COVID-19 Pandemic

Healthcare Students’ Perceptions towards Using e-learning, and Self-reported Drivers and Barriers during COVID-19 Pandemic

Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction

Storytelling para potenciar la creatividad en el aula universitaria

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