Филологические науки/1. Методика преподавания языка и литературы

Kobryushko Ihor

Dniepropetrovsk National University, Ukraine

Case Use in a Non-Case Environment

The instructor who would like to teach with cases in an institution where , normally, other methods of teaching are prevalent may encounter some special problems. The non-case environment poses obstacles of various kinds, including inadequate facilities, problems in student identification, material logistics and timetabling, student numbers and apathy, and lack of institutional rewards. These will affect how and whether cases can be used, and some interesting approaches have been developed by enterprising case teachers.

It can be easily appreciated that the most immediate obstacles to teaching with cases in non-case environment are those which can be identified as: 1.facilities,

2. student identification, and 3. materials.

It is to be expected that in a non-case environment adequate facilities for case discussion will be lacking. It is up to the instructor to make the decision whether to accept the physical facilities as they are, or to attempt certain modification. It might be naive to suppose the institutional support for such changes would be great. The instructors , which use cases, indicate the problems they thought they faced, and, in some cases, how they overcome them.

Usually there is a set for the traditional lecture method of teaching in our classrooms : a single fixed board and the blackboard space is very limited. You are lucky enough to get an overhead projector, but there is a small portable screen. It is the first obstacle to use the case method not paying attention to the physical facilities. Does the layout of the classroom encourage or discourage participation? As a rule, students sit at their desks for the traditional lecture method of teaching. It is very difficult to carry out a case discussion in a classroom where students talk to the backs of the heads of rows of students in front of them.

Cases have been used in the business history and economics programs in many high schools for a number of years. But there are some important problems which teachers can meet while delivering the classes: a small class size and the use of a student moderator, and also a special timetabling arrangement.

The case studies are based on realistic problems or situations and are designed to motivate and actively engage students. Every case discussion must be linked to the topic studied. Students use the language and communication skills which they have acquired while working through the topic. Typically students are involved in discussing problems proposed and recommending solutions through active group work. All of the case studies must be developed and tested with the students and designed to be easy to present and use.

It is the moderator’s job to see that everyone gets an opportunity to be heard, that no two or three class members are allowed to monopolize the discussion, and that the group moves steadily from a full statement and evaluation of the issues to a reasoned consensus solution. This approach, in itself, is an extremely valuable learning experience for the student moderator.

Even though significant difficulties may exist, a number of ways of using cases have been experimented with by instructors in non-case environments. They may include adjustments to timetables, special case selection, interesting uses in class, and variety of other approaches.

It is clear that instructors in a non-case environment have to find ways and means of quickly explaining to students why they wish to use cases and how they intend to use them. It is logical that I non-case environment s students find the use of cases different , if not difficult , and may lack an appreciation of what the instructor is trying to do. Sometimes, also, the numbers are so large that case discussion does not seem to be a reasonable option.

Teaching with cases in a non-environment presents some special challenges and risks to the instructor. Significant obstacles may lie in the way and the aspiring case teacher might do well to recognize their existence. Many instructors have found that such problems may not be insurmountable. Efforts to overcome them include a strong notice, to faculty and students alike, that the instructor is serious about the educational intent. Making clear to students why and how cases will be used is a task which falls squarely on the case teacher’s shoulders. Repeated explanation may well be necessary along with demonstration of expected behavior in class and with the appropriate reinforcements. There are just too many other influences in the environment to make the familiarization process an easy one. Perhaps the most difficult challenge of all lies in the area of institutional apathy and the lack of recognition for quality case teaching. Many instructors have proven they can not only survive but even thrive by using cases in non-case environments.