Abstract
This chapter explores a hybrid approach to teach students from diverse nationalities and disciplines within a limited time by lowering the communication and distinct academic barriers by using a social constructivist model that ushers students into the social aspect of instruction. Case study and problem-based learning (PBL) is employed as teaching approach and assessed using the Rich Environments for Active Learning (REAL) framework which is a comprehensive instructional system that promote study and investigation within prescribed contexts. The REAL evaluation shows high student comprehension and increased collaboration among students and teachers and cultivation of rich and involved knowledge structures using realistic case studies and articulated PBL performances.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Connolly T, Stansfield M (2006) Using games-based eLearning technologies in overcoming difficulties in teaching information systems. J Inf Technol Educ 5(1):459–476
Lacuesta R, Guillermo P, Luis F (2009) Active learning through problem based learning methodology in engineering education. IEEE, 39th ASEE/IEEE frontiers in education conference. Session M4C
Hodkinson P, Hodkinson H (2001) The strengths and limitations of case study research. Paper presented to the learning and skills development agency conference, making an impact on policy and practice, Cambridge, pp 5–7
Tabira Y, Otieno F (2016) Integration and implementation of sustainable ICT-based education in developing countries: low-cost, en masse methodology in Kenya. Sustain Sci 12(2):221–234. Online edition
Savery JR (2006) Overview of problem-based learning: definitions and distinctions. Interdiscip J Prob Based Learn 1(1):5–22
Dorn DS (1989) Simulation games: one more tool on the pedagogical shelf. Teach Sociol 17(1):1–18
Shellman SM (2004) Active learning in comparative politics: a mock German election and coalition-formation simulation. Pol Sci Polit 34(4):827–834
Lambross A (2002) Problem based learning in K-8 classrooms. Corwin Press, Thousand Oaks
Hmelo-Silver CE, Barrows HS (2006) Goals and strategies of a problem-based learning facilitator. Interdiscip J Prob Based Learn 1(1):21–39
Scott GR, Dunlap JC (2002) Problem-based learning as an example of active learning and student engagement. In: Yakhno T (ed) Advances in information systems. ADVIS 2002, Lecture notes in computer science, vol 2457. Springer, Berlin/Heidelberg
Hannafin Michael J (1992) Emerging technologies, ISD, and learning environments: Critical perspectives. Educ Technol Res Dev 40(1):49–63
Strobel J, van Barneveld A (2009) When is PBL more effective? a meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary J Problem-Based Learning 3(1)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Otieno, F.X. (2019). Developing a Cohesive Active Learning Approach by Integrating Theoretical Case Studies and Practical Problem-Based Learning Principles. In: Hamada, R., et al. Neo-Simulation and Gaming Toward Active Learning. Translational Systems Sciences, vol 18. Springer, Singapore. https://doi.org/10.1007/978-981-13-8039-6_41
Download citation
DOI: https://doi.org/10.1007/978-981-13-8039-6_41
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-8038-9
Online ISBN: 978-981-13-8039-6
eBook Packages: Economics and FinanceEconomics and Finance (R0)