Synonyms
Definition
Case-based learning (CBL) is a pedagogical concept, where work method, problem, and discipline are identified by the learner (or learners) through the learning process. Case-based learning is oriented toward a case, which from different perspectives generates different and equally correct problems. Case-based learning is about choosing, deciding priorities, and combining different disciplines, and as such is best practiced in a multidisciplinary context.
Theoretical Background
Back in the early 1990s, the term case-based learning was often synonymous with case-based reasoning, which means reasoning based on remembering previous experiences (e.g., Kolodner 1993). This understanding of case-based learning was based on machine learning.
Today, case-based learning is usually emphasized as a special kind of problem-based learning. However, the first clear definition, with a systematic distinction and inclusive relation to problem-based learning, solution-based...
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References
Kjærulff, U. B., Rosenstand, C. A. F., Stage, J., & Vetner, M. (2008). Case-based learning (CBL) – A new pedagogical approach to multidisciplinary studies. In F. Fink (Ed.), 36th SEFI Annual Conference 2008 – Quality Assessment, Employability and Innovation. Denmark: Sense Publisher. (CD media and Google Scholar).
Kolodner, J. L. (Ed.). (1993). Case-based learning. Boston: Kluwer Academic Publishers.
Rosenstand, C. (2008). Innovation som situation – Flerfaglighed som pædagogisk forudsætning for innovation [Innovation as situation – Multidisciplinarity as pedagogical precondition for innovation]. In J. Stolt & C. Vintergaard (Eds.), Tværfaglighed & Entrepreneurship [Multidisciplinarity & Entrepreneurship]. Copenhagen: IDEA København og Øresund Entrepreneurship Academy.
Qvortup, L. (2003). The hyper complex society. New York: Peter Lang.
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Rosenstand, C.A.F. (2012). Case-Based Learning. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_812
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DOI: https://doi.org/10.1007/978-1-4419-1428-6_812
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