Жамалиева А.А., Оралбекова А.О.

Восточно-Казахстанский Государственный Технический университет имени Д. Серикбаева, Казахстан

Case study methods in teaching

Language is the chief means by which the human personality expresses itself and fulfills its basic need for social interaction with other people. Modern concepts of learning foreign languages are subjected to frequent changes. Now the leading role in training belongs to the learners in order to develop their motivation and organizing skills. It can be possible only by using various means of learners’ cognitive experience stimulation. One of such means is the use of case studies. For modern educational system the given method of training is important, first of all, as it can be used as an effective mean of livening up the educational process.

As a distinct approach to research, use of the case study originated only in the early 20th century. The Oxford English Dictionary traces the phrase case study or case-study back as far as 1934, after the establishment of the concept of a case history in medicine. The use of case studies for the creation of new theory in social sciences has been further developed by the sociologists Barney Glaser and Anselm Strauss who presented their research method, Grounded theory, in 1967.The popularity of case studies in testing hypotheses has developed only in recent decades. One of the areas in which case studies have been gaining popularity is education and in particular educational evaluation. Case studies have also been used as a teaching method and as part of professional development, especially in business and legal education.

It may be considered as one form of problem-based learning. The most common form of case study is a narrative of an actual event or situation in which learners and teachers examine, discuss and propose solutions to a realistic problem situation. Good case studies have several attributes. They are usually open-ended, that is, there are multiple possible solutions with no single "right answer". They tell a story and report the facts just as a news reporter should, that is, without interjecting bias and opinions into the story. Cases should seize learners’ attention from the start with a situation that is realistic and compelling, since learners need to become immersed in the story. It is also important not to complicate the case with a myriad of information and details. Length must be tailored to the time available, and the complexity of cases should be matched to the learners’ sophistication.

The case study method is based on focused stories rooted in reality providing contextual information such as background, characters, setting, and enough specific details to provide some guidance.  Cases can be used to illustrate, remediate, and practice critical thinking, teamwork, research, and communication skills (for instance, Socratic cross-examination, directed discussion, debates, public hearings, research teams, term papers, dialogue paper). There were identified two broad categories of case studies:

Open or Closed: Open cases are left to one’s interpretation and may have multiple correct or valid answers depending on the rationale and facts presented in the case analysis.  Closed cases have specific, correct answers or processes that must be followed in order to arrive at the correct analysis.

Analysis or Dilemma: Analysis Cases (Issues Cases) are a general account of “what happened”.  Dilemma Cases (Decision Cases) require students to make a decision or take action given certain information.

These two categories are helpful in planning and writing cases but obviously, there is some overlap. Case studies are written in a way that can be both an open and dilemma case, or a closed and analysis case, and so on.

The methodological definition – the “case” is a description of a real situation, it is a small part of a real life. These cases which have really happened in this or that field of activity are described by authors to provoke discussion in an educational audience, "to push" learners to discussion and the situation analysis in order to find the most acceptable decision.

The case method of teaching can have several important purposes. A central purpose is to foster analytic or critical thinking, which will also develop learners’ confidence and skill in dealing successfully with unanticipated issues under practical constraints. Another key purpose is to transfer much of the responsibility for learning from the teacher to the learner, whose role shifts from passive absorption to active construction of meaning. The teacher challenges learners to be prepared to discuss various aspects of the material, to set priorities for learning and to acquire information as it is needed to deal with the problem at hand. Cases help learners study higher-level concepts and their application to practical situations. They emphasize synergistic collaborative learning, in which the group product exceeds the sum of learners’ individual contributions because it results partly from the interaction among them. There are main requirements of a case:

1. The case should describe the situation fully. It must clearly indicate the person (“worker”) handling the problem and should focus upon this person’s actions throughout.

2. The situation should be one in which the learners can fairly easily identify i. e. similar to one in which they have been involved, or looking to possible involvement.

3. The description should be clear. It should convey the main issues involved and the overall atmosphere of the incidents so that the learners can make a judgment.

4. It should describe clearly how the situation was handled and with what outcome. However, it should not in any way imply criticism of the person or actions as it discourages identification by those studying the case.

The case study approach encourages person-oriented learning and allows the instructor to serve as a facilitator. Learners frame and identify problems and continually identify and test hypotheses. These questions form the basis for learning issues students will study independently between sessions. It takes an alert and actively involved instructor to facilitate and to be the necessary guide for the group.

The analysis of case studies may be among the most challenging assignments given to a learner. Cases are not just "busy work" given to fill up a learner's time. Approached properly, case analysis can be extremely beneficial in preparing learners for a career by giving them a chance to develop decision-making skills in the classroom so that they will be better prepared to meet the challenges of after-graduation job.

By preparing solutions to cases studies, a learner will be exposed to a variety of roles and situations. The decision-making skills will be enhanced as learners sift through large volumes of information to identify problems, determine corporate goals, define relevant alternatives, and develop plans to implement decisions. Learner will hone ability to apply analytical tools in true-to-life situations. By preparing reports, they will learn how to express themselves succinctly, both orally and in writing. Learners will also develop the ability to defend the logic of analysis and conclusions. Case studies are extremely rich in content and can provide the learner with the potential to consolidate already acquired knowledge and train specific language skills.

REFERENCES

1. Boehrer J. & Linsky M. (1990) Teaching with cases: Learning to question. The Changing Face of College Teaching (ed. M.D. Svinicki), 42

2. Christensen C.R. & Hansen A.J. (1987) Teaching and the Case Method. Boston : Harvard Business School.

3. Meyers C. & Jones T.B. (1993) Case studies. Promoting Active Learning— Strategies for the College Classroom, 103-119. San Francisco: Jossey-Bass, Inc.