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Enhancing students’ approaches to learning: the added value of gradually implementing case-based learning

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Abstract

Previous research has shown the difficulty of enhancing students’ approaches to learning, in particular the deep approach, through student-centred teaching methods such as problem- and case-based learning. This study investigates whether mixed instructional methods combining case-based learning and lectures have the power to enhance students’ approaches to learning, compared to instructional methods using either case-based learning or lectures. A quasi-experimental research was set up using a pre-/post-test design. Participants were 1,098 first-year student teachers taking a course on child development. Statistical analysis showed that students in a gradually implemented case-based setting, in which lectures gradually made way for case-based learning, scored significantly higher on the scales organised studying and effort management and significantly lower on the surface approach, compared to students in a completely case-based setting. Therefore, students in a gradually implemented case-based setting worked in a better organised way and spent more effort and concentration than students who experienced only case-based learning. Nevertheless, the gradually implemented case-based setting did not encourage students to apply deep approaches that aimed at understanding. Quantitative content analysis revealed that students in the gradually implemented case-based setting especially appreciated the variation in teaching methods and the specific combination of lectures and case-based learning.

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Acknowledgement

The contribution of the first author is supported by an Aspirant FWO grant of the Fund for Scientific Research Flanders (FWO Vlaanderen).

Author information

Authors and Affiliations

  1. Centre for Research on Professional Learning and Development, Corporate Training and Lifelong Learning, (KU Leuven), Dekenstraat 2, Box 3772, 3000, Leuven, Belgium

    Marlies Baeten & Filip Dochy

  2. Educational Sciences Department, Vrije Universiteit Brussel, Pleinlaan 2, 1050, Brussel, Belgium

    Katrien Struyven

Authors
  1. Marlies Baeten
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  2. Filip Dochy
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  3. Katrien Struyven
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Corresponding author

Correspondence to Marlies Baeten.

Additional information

Marlies Baeten. Centre for Research on Professional Learning and Development, Corporate Training and Lifelong Learning (KU Leuven), Dekenstraat 2, Box 3772, 3000 Leuven, Belgium. Email: Marlies.Baeten@ppw.kuleuven.be

Current themes of research:

Her research focuses on student-centred learning environments, and their influence on students’ motivation, learning and achievement.

Relevant publications:

Baeten, M., Dochy, F., & Struyven, K. (2008). Students’ approaches to learning and assessment preferences in a portfolio-based learning environment. Instructional Science, 36, 359–374.

Baeten, M., Dochy, F., & Struyven, K. (2011). Using students’ motivational and learning profiles in investigating their perceptions and achievement in case-based and lecture-based learning environments. Educational Studies.

Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243–260.

Filip Dochy. Centre for Research on Professional Learning and Development, Corporate Training and Lifelong Learning (KU Leuven), Dekenstraat 2 - Box 3772, 3000 Leuven, Belgium. Email: Filip.Dochy@ppw.kuleuven.be

Current themes of research:

His research interests lie in the field of training and development within higher education and corporate settings.

Relevant publications:

Dochy, F., Berghmans, I., Kyndt, E., & Baeten, M. (2011). Contributions to innovative learning and teaching? Effective research-based pedagogy - a response to TLRP's principles from a European perspective. Research Papers in Education, 26(3), 345–356.

Dochy, F., Moerkerke, G., De Corte, E., & Segers, M. (2001). The assessment of quantitative problem-solving skills with ‘none of the above’ items (NOTA items). European Journal of Psychology of Education, 16, 163–177.

Dochy, F., Segers, M., & Buehl, M. (1999). The relation between assessment practices and outcomes of studies: The case of research on prior knowledge. Review of educational research, 69(2), 145–186.

Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and instruction, 13, 533–568.

Dochy, F., Segers, M., Van den Bossche, P., & Struyven, K. (2005). Students' perceptions of a problem-based learning environment. Learning Environments Research, 8, 41–66.

Katrien Struyven. Educational Sciences Department (Vrije Universiteit Brussel), Pleinlaan 2, 1050 Brussel, Belgium. Email: Katrien.Struyven@vub.ac.be

Current themes of research:

Her research concerns student-activating teaching and assessment methods in higher and teacher education.

Relevant publications:

Struyven, K., & De Meyst, M. (2010). Competence-based teacher education: Illusion or reality? An assessment of the implementation status in Flanders from teachers’ and students’ points of view. Teaching and Teacher Education, 26, 1495–1510.

Struyven, K., Dochy, F., & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: A review. Assessment and Evaluation in Higher Education, 30(4), 325–341.

Struyven, K., Dochy, F., & Janssens, S. (2008). Students' likes and dislikes regarding student-activating and lecture-based educational settings: Consequences for students' perceptions of the learning environment, student learning and performance. European Journal of Psychology of Education, 23, 295–317.

Struyven, K., Dochy, F., & Janssens, S. (2010). Teach as you preach: The effects of student-centred versus lecture-based teaching on student teachers’ approaches to teaching. European Journal of Teacher Education, 33(1), 43–64.

Struyven, K., Dochy, F., Janssens, S., & Gielen, S. (2006). On the dynamics of students’ approaches to learning: The effects of the teaching/learning environment. Learning and Instruction, 16, 279–294.

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Baeten, M., Dochy, F. & Struyven, K. Enhancing students’ approaches to learning: the added value of gradually implementing case-based learning. Eur J Psychol Educ 28, 315–336 (2013). https://doi.org/10.1007/s10212-012-0116-7

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