AN EXAMINATION OF AGRICULTURAL EDUCATION INSTRUCTORS’ PERSPECTIVES OF THE CASE STUDY INSTRUCTIONAL TECHNIQUE
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In an effort to evaluate the current use of case studies as a teaching technique across postsecondary agricultural education, a qualitative study was conducted to explore the current use of case studies to determine the effectiveness of the technique, and to understand technology skills of the instructor in order to develop a model for integrating technologies into the case study technique (CST). Study findings revealed benefits and limitations to the use of CST within postsecondary agricultural education as well as methods for integrating technology into the process. Benefits of CST included a) preparing students for real world application, b) developing higher-order thinking skills, and c) improving communication skills. Limitations of CST included a) students’ lack of prior experience, b) difficulty for instructors to find quality cases, and c) the need for skilled facilitators. Several methods of integrating technology to address the limitations were identified through the research. Research findings provided a foundation for the development of a model in which technology can be integrated with CST. While further research is needed to confirm effectiveness of the model, implications exist that the use of the resulting model could increase the use of CST and also improve effectiveness through a technology-integrated approach.
SubjectCase Study Technique
Technology-Integrated Case Study Technique
Huynh, Phuong Bach (2017). AN EXAMINATION OF AGRICULTURAL EDUCATION INSTRUCTORS’ PERSPECTIVES OF THE CASE STUDY INSTRUCTIONAL TECHNIQUE. Doctoral dissertation, Texas A & M University. Available electronically from