Situating case-based learning among other learning-centric pedagogies
The proliferation of meanings of case-based learning (CBL), case-based teaching (CBT) or simply learning and teaching with case studies (CS), and the often confusing mix between CBL/T and problem-based learning (PBL) or inquiry-based learning (IBL), necessitates an attempt to situate CBL and other a...
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| Format: | Book Chapter |
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Libri Publishing
2014
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| Online Access: | http://hdl.handle.net/20.500.11937/30391 |
| _version_ | 1848753075467059200 |
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| author | Dobozy, Eva |
| author2 | Nygaard, C. |
| author_facet | Nygaard, C. Dobozy, Eva |
| author_sort | Dobozy, Eva |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The proliferation of meanings of case-based learning (CBL), case-based teaching (CBT) or simply learning and teaching with case studies (CS), and the often confusing mix between CBL/T and problem-based learning (PBL) or inquiry-based learning (IBL), necessitates an attempt to situate CBL and other action-based and experiential approaches to learning and teaching within the learning-centric pedagogical landscape. Moreover, it demands clarity about the definitional constructs used within this chapter. Hence, I will commence with a definition of the noun Definition, which is, according to the Oxford Dictionaries (2013;1) "a statement of the exact meaning of a word", with the sole purpose to get to the essence of an object, notion or concept. In the case of situating CBL among other learning-centric pedagogies, the aim is to establish boundaries, scope, characteristics and limits of CBL before exploring aspects of its history, philosophy, and relational alliances with other learning-centric models of education The parts of what I call the learning-centric pedagogical model of contemporary education include, but are not limited to, learning and teaching strategies introduced here. |
| first_indexed | 2025-11-14T08:18:45Z |
| format | Book Chapter |
| id | curtin-20.500.11937-30391 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:18:45Z |
| publishDate | 2014 |
| publisher | Libri Publishing |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-303912023-02-27T07:34:31Z Situating case-based learning among other learning-centric pedagogies Dobozy, Eva Nygaard, C. Bartholomew, P. Branch, J. The proliferation of meanings of case-based learning (CBL), case-based teaching (CBT) or simply learning and teaching with case studies (CS), and the often confusing mix between CBL/T and problem-based learning (PBL) or inquiry-based learning (IBL), necessitates an attempt to situate CBL and other action-based and experiential approaches to learning and teaching within the learning-centric pedagogical landscape. Moreover, it demands clarity about the definitional constructs used within this chapter. Hence, I will commence with a definition of the noun Definition, which is, according to the Oxford Dictionaries (2013;1) "a statement of the exact meaning of a word", with the sole purpose to get to the essence of an object, notion or concept. In the case of situating CBL among other learning-centric pedagogies, the aim is to establish boundaries, scope, characteristics and limits of CBL before exploring aspects of its history, philosophy, and relational alliances with other learning-centric models of education The parts of what I call the learning-centric pedagogical model of contemporary education include, but are not limited to, learning and teaching strategies introduced here. 2014 Book Chapter http://hdl.handle.net/20.500.11937/30391 Libri Publishing restricted |
| spellingShingle | Dobozy, Eva Situating case-based learning among other learning-centric pedagogies |
| title | Situating case-based learning among other learning-centric pedagogies |
| title_full | Situating case-based learning among other learning-centric pedagogies |
| title_fullStr | Situating case-based learning among other learning-centric pedagogies |
| title_full_unstemmed | Situating case-based learning among other learning-centric pedagogies |
| title_short | Situating case-based learning among other learning-centric pedagogies |
| title_sort | situating case-based learning among other learning-centric pedagogies |
| url | http://hdl.handle.net/20.500.11937/30391 |