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Based on the needs addressed above, the investigators elected to utilize the Web as a delivery
mechanism for presenting case study instruction to college students (Frey, Eckman & Ezell, 1996). The
objectives of the proposed project were to: 1) develop case studies that are relevant to current issues; 2)
develop an interactive Web based approach to deliver the case studies and enhance problem-solving skills.
(The intent of the program was to build around the case study method of instruction; this serves as a medium
for encouraging students to consider a variety of perspectives and possible solutions and to develop a rationale
for a decision.)
The unique aspect of this project was to develop an interactive Web based program featuring case
studies that presented issues addressing the ever changing nature of international trade issues (i.e. NAFTA)
promoting free trade among nations. This poses economic challenges for the domestic manufacturers and
retailers in developing strategies for growth in a competitive world market. The Web has the potential for
facilitating the application (i.e., case studies) of problem-solving skills while users gather current information,
identify issues, propose solutions, receive feedback, and gain experience through solving problems. Interactive
computer systems that encourage communication among learners and instructors may be more successful at
teaching problem-solving skills than when students work alone or toward individual goals.
The primary function of the Web instruction was to assist students in developing problem-solving
skills and to receive feedback through dialogue with other students and the faculty supervisors. The program
would ask the student to identify critical issues related to a specific problem and propose possible solutions to
the problem. Students have several links available in researching the issue: government agencies, professional
associations, and industry. Students will also be directed to additional instructor developed resources for
obtaining relevant information about the case.
It is possible also to simulate different roles of a business owner (manufacturing or retail), economic
or marketing consultant, a member of a merchandising/product development team, private citizen,
representative for a resident buying office for retail stores, or representative in government. Each student will
write a report summarizing and interpreting the information that they have gathered. This information is then
collected through a Web form and the file is then transferred by e-mail. A collaborative file called
"Recommendations" is prepared and read by each student. Reactions will become the basis for an effective
"discussion" through the internet. Finally a collaborative decision will be reached. The use of quality
management procedures will be incorporated throughout the case studies and the problem-solving approaches
to issues can be applied to any case study appropriate for industry.
The effectiveness of these instructional strategies was assessed through the achievement of the
students. The program was evaluated based on 12 criteria adapted from a refereed questionnaire (Barker &
King, 1993). Students evaluated the program's ability to engage the user's interest and ease of use from
choosing, entering, or considering possible solutions. Program characteristics were also evaluated from the
quality of interaction, quality of content, and noting any strengths and weaknesses. Both quantitative and
qualitative evaluation procedures were conducted.
Summary
The case study project involved developing an interactive Web based program which allows
associative structures of dynamic information and decision-making. Educators have long believed that active
learning brings about better understanding of key lesson concepts. Furthermore, it is important that
instructional designers recognize that different people use learning opportunities in different ways. The World
Wide Web is a unique technological resource that allows information to be presented in a dynamic interactive
format. The developers have taken advantage of this resource and organized a small portion of the available
content to present case study instruction in a very original format.
References
Baker, P. & King, T. (1993). Evaluating Interactive Multimedia Courses- A Methodology. Computers in
Education, 21 (4), 307-319.
Caffarella, R. (Spring 1993). Self-Directed Learning. In S.B. Merriam (Ed.). An Update on Adult Learning
Theory (pp 25-35). San Francisco: Jossey Bass.
Frey, D.K., Eckman, M. & Ezell, E.B.(1996). The Impact of NAFTA Upon the Apparel Industry, [On-line].
Available: http://ernie.bgsu.edu/~ezell/Case_Studies/intro.htm