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An Innovative Teaching Technique Using the Web to Deliver Case Study
Instruction
Background
Dr. Ernest B. Ezell, Jr.
Department of Visual Communication and Technology Education
Bowling Green State University (Ohio) USA
ezell@bgnet.bgsu.edu
Dr. Diane K. Frey
Department of Family and Consumer Sciences
Bowling Green State University (Ohio) USA
dfrey@bgnet.bgsu.edu
The World Wide Web is a unique technological resource that allows information to be presented in a
dynamic interactive format. This includes presentation of text as a document; words as links; tables that
summarize; and graphics that show a virtual photographic gallery. Dynamic formats exist for individual
feedback and assessment of student learning and analytical development. Caffarella (1993) addresses the issue
of self directed instruction as it relates to adult learning. In a digression from traditional learning theories, he
presents evidence "that many adults can and do learn primarily through their own initiative". One of the
challenges of self directed instruction is in making the transition from teacher control to learner control; except
in terms of the Web, the facilitator is the Web and its multitude of hyperlinked resources.
Does this sound vaguely familiar? Of course it does! This may be that new catch phrase that we are all
hearing about, called "distance learning". Using the Web to scan the expansive amount of materials is a form
of distance learning or distance education. Distance learning is any form of teaching and learning in which
teacher and learner are not in the same place at the same time; with information technology their likely
connector. Over the Internet, individuals are presented multiple opportunities for accessing information from
around the world.
Students can and do learn independently, in groups, from reading and projects, and in many other
ways. Literature on learning theory and practice encourage instructors to facilitate a variety of student-centered
activities. The self directed student, as do other students, must be able to assess, think and communicate. The
thinking student must develop and process information and apply the information to real situations. This is a
form of problem solving.
As the technology helps us to break away from the hegemony of an in-person, here-or-nowhere-else
view of learning, new possibilities open up. Distance education requires thoughtful attention to pedagogy and
to the settings in which learning can occur. The sheer power and rapid improvement of telecommunications
options make it imperative that we identify how to best use the combinations of face-to-face, independent, and
"distant" learning. As we do so, we'll find insights that help us rethink what we do in any form of education.
Specific Problem
As issues within the apparel industry continue to become increasingly global and complex, traditional
problem-solving paradigms may no longer be optimal. Students who take jobs in apparel related fields may be
required to effectively deal with challenges that require complex thinking and sophisticated problem-solving
skills. However, there is concern that college students are not being assisted in developing specific thinking
skills that will help them contribute effectively to business. Thus, there has been an increasing emphasis on
meeting this challenge through learning strategies to assist the student in thinking critically.
Solution