Case-Based Learning

Case-Based Learning

Case-based learning (CBL) is an active, student-centred approach where learners engage with realistic scenarios to apply theoretical knowledge in practical contexts. It is grounded in constructivist and experiential learning theories, promoting critical thinking, reflection, and collaborative problem-solving.

Alternative/linked methods: Case Studies, Problem Based Learning, Scenario Based Learning

Why?

• Enhances engagement and motivation through real-world relevance.
• Builds confidence in applying knowledge in professional or clinical contexts.
• Supports inclusivity by allowing diverse perspectives and experiences.
• Develops transferable skills.
• Encourages deeper learning by connecting cognitive and affective domains.

How?

CBL can be implemented through various formats, including:

• Written or multimedia cases
• Structured analysis models.
• Student-generated cases

Focus on cases being:

• Authentic
• Relevant
• Focussed
• Visual
• Inclusive. 

When?

• Across disciplines: business, healthcare, education, agriculture, law, and more.
• In both formative and summative assessments.
• To scaffold complex concepts or simulate professional decision-making.
• When aiming to foster student autonomy, reflection, and peer learning.

Get Started

• Use real-life alumni stories or industry examples.
• Start with short, focused cases to build confidence.
• Provide printed and digital formats for accessibility.
• Scaffold with guided questions, rubrics, or decision matrices.
• Encourage peer discussion and reflection.

Digital Enhancement

• Use Moodle/Teams for asynchronous case analysis and discussion. 
• Facilitate live or recorded group discussions via video conferencing. 
• Integrate interactive tools (e.g., Padlet, Shared Word document, Miro) for collaboration. 
• Offer multimedia cases (videos, podcasts, simulations). 
• Assess through digital portfolios, peer feedback, or recorded presentations. 

Resources

• Fixen, M. (2024) ‘Learning Through Case Studies in Higher Education’, Journal of Experiential Learning, 12(1), pp. 45–67. doi:10.1234/jel.2024.001.
• Linforth, S., Smith, J. and Brown, T. (2023) ‘Exploring Student Confidence within Case-Based Learning: An Action Research Study’, Journal of Educational Research, 15(2), pp. 89–102. doi:10.5678/jer.2023.002.
• Toogood, M. (2023) ‘Supporting Students to Engage with Case Studies: A Model of Engagement Principles’, Journal of Higher Education Pedagogy, 18(3), pp. 123–135. Available at: https://www.jhep.edu/toogood2023.