Learning Case Studies

The case study method is a very good approach to teaching study habits and learning strategies. This method gets the students to think about learning difficulties, brainstorm ideas, and apply problem solving techniques to realistic examples. By using case studies, students gain insight from their peers as well as from the instructor. When considering other (imaginary) students' difficulties, participants are more relaxed discussing problems that they themselves might be having, and they may feel more motivated to try to address their learning difficulties than they would if the instructor simply explained learning techniques or offered tips.

The key to a good case to use is to make it realistic. If students can see themselves or see their friends as being like the person described, then they will find the discussion interesting and worthwhile. It is also important for the instructor to provide a comfortable atmosphere and to identify some specific open-ended and thought provoking questions to ask the group. These are some examples of questions that can begin to generate good discussions.

How would you describe the underlying problem?
What are the causes of the student's difficulties?
What steps should the student take to help solve the immediate problem?
What steps should the student take to prevent the problem from occurring again?
Have you ever experienced a similar type of problem? What did you do?

This is an example of a case study which focuses on time management issues. Additional cases are available.

Joe's Predicament

Joe is a first year student who moved into Carman Hall five weeks ago. He has adjusted well to college life and, until recently, he believed that he was going to do well in his classes. But today (Thursday) he is panicking. Joe has been working on his essay for "Composition and Language" since Monday, and he planned on finishing it tonight to turn it in tomorrow. However, he was just reminded by a friend that he has an important test tomorrow in Biology 1001. Joe has not even opened the biology book, nor has he done any studying this week. He was concentrating on writing his essay. Another complication is that Joe is a member of a group in Introduction to Communication, and he agreed to meet with the group tonight to work on Tuesday's presentation. Earlier today, he figured that he would be able to handle his writing assignment by staying up late, but with the group meeting and the biology test, there is no way he will have time to get everything done. Things do not look like they are going to ease up any time soon. He saw his history professor at the MLK Student Union, who asked him how his studying was going for Monday's test. Joe had made plans with his girlfriend back home in Urbana to leave for Chicago Friday morning right after turning in his essay. He was not planning on returning until Sunday evening. Joe thinks that it is just not fair for his professors to demand so much work from him.

How to Use this Case Study in Workshop or Classroom
1. Introduce the exercise, explaining that this scenario is aimed at helping people to improve their problem solving skills for academically challenging situations. (Explain to the participants that there are no right or wrong answers.)
2. Divide a large group into smaller groups of about 4-6 people to allow everyone to have the opportunity to share their insights. Encourage group members to introduce themselves to each other if need be.
3. Give the group members photocopies of the case, and tell them that you will ask them to share a brief summary of their answers to the questions.
4. While the groups are working, move from group to group, and encourage them provide detailed answers. Challenge group members to think critically about the case. Prod them in the right direction. Try to make sure that everyone in the group is contributing.
5. When the group discussion is winding down, warn the groups that they only have a few minutes left to wrap up their discussions.
6. When time is up, ask a few participants what their reaction was to the case. Then ask each group to take turns explaining their answers to the questions. Comment on their answers and ask for reactions from other groups. Provide some additional information about how to make the best use of the good ideas offered by each group.
7. Do not be afraid to ask the groups additional questions like: Do you think that Joe is right to blame his professors for giving him too much work?
8. Summarize all of the groups' solutions and conclude which whatever additional important information you have on the topic, and/or provide everyone a handout.