Prime Requisites of Online Case Teaching in the Digital Era

The purpose of this article was to explore online case teaching strategies. The research identified the best practices of online case teaching in the digital era. The main purpose was to recommend online case teaching strategies that foster meaningful learning. The method was descriptive and based on secondary data, literature sources, some selected interviews of case teachers, and the author’s prior knowledge in the field. The article revealed five prime requisites of online case teaching in the digital era. The possible impact of case strategies is highly significant. The online case teaching method was not new but has been challenging. The recommended strategies illustrated in the article might have a greater impact on developing instructors’ skills and fostering impactful learning. The students, instructors, consultants, educators, and trainers will benefit from the article’s contents. The author recommended that the five prime requisites outlined in this article serve as a guiding handbook for business teachers. Business colleges can also adopt this article as a policy document to support their faculty in online case teaching for the digital future.

Introduction

At the end of the quarter century, there was a tenfold rise in the usage of case studies, especially at the AACSB-accredited business schools. The new normal of practical deliveries is the shift from teaching concepts to sharing reflective experiences. The fast-paced technological era has pushed instructors and learners to adopt online modes of teaching and learning. The days were gone when teaching was about possessing information and delivering it in class, but now, students are quickening the pace of different technologies and have access to information. Good teachers teach theory and conduct class activities to apply theories through case studies. This method helps students adopt and apply active learning in their personal and professional lives. Teaching through case studies can equip learners to set corporate goals while teaching without cases may hinder students’ learning. In order to bridge the gap between theory and practicality, the modules should be conducted through case studies. Theories can be covered by teaching the concepts, while case discussions can equip the learners with active learning and real-life applications. Today’s teaching can be managed through artificial intelligence (AI), robotics and digital resources, but cases can only be managed through human intelligence. Business intelligence can help in methods of delivery and layout; AI can pull the theories and literature, while human intelligence can help in teaching through online case studies.

Changes from Case Teaching to Online Case Teaching

There were many changes from classroom to online case teaching. Harvard’s HBS introduced case method of teaching in the 1920s. MIT’s SSOM and Yale’s SOM launched case method and following a reflective case study discussion for decades. The commonality in all the top business management schools was learning analytics, comparative analysis and developing business strategies. The same thing is happening today, but the mode has slightly changed through embedding information technology to speed up classroom processes. Online case teaching has followed the same style of achieving learning outcomes but in digital formats like embedding technology, accessing online tools for participation, and quickening responses during case discussions. The resources to support case discussion, the tools to collaborate participation, and the integration of technological platforms have innovated case discussion styles in modern times. Various things are changing rapidly, but case teaching has not changed its theme; it has updated the online case teaching mode. The case teaching theme is to equip students with analytical, decision-making, managerial or leadership skills, but the layout from face-to-face classroom to online mode has been updated. In theory, students learn the concepts in any area, while in cases, they learn the application of those concepts. In teaching cases, students learn decision-making skills, while in online teaching, they learn the same decision-making skills but also get equipped with digital literacy, which is the modern normal in today’s age. Further, digital sources have enhanced the accessibility and interactivity between the instructor and students. To be effective in online teaching, instructors must be familiar with the digital sources and required tools. Engaging students in online case teaching can be challenging if instructors and students lack technical competency. Research has confirmed that issues such as “Zoom fatigue,” distractions, and technical difficulties can hinder active participation (Bailenson, 2021). Universities should educate instructors and train students to overcome such issues through online case teaching.

Connecting Some Theories with Online Case Teaching

In order to strengthen the learning experience, the case method should appropriately be aligned with relevant theories. There are various concepts and theories on learning, analysis and business approaches. Online case teaching and classroom case teaching are at the same pace for learning objectives. Online case teaching has more challenging issues while connecting the relevant theories and ensuring the right learning experience. Online case teaching should be prepared to achieve the relevant theories to learn analytics, comparative analysis and business strategies. In online case teaching, we must ensure that students learn to evaluate and analyze the case situation. Students should be guided in proposing a solution to the case situation. This is related to Bloom’s Taxonomy, which helps students to remember the issue in case towards higher-order thinking as research has shown that Bloom’s Taxonomy is essential for structuring case discussions, encouraging students to move from basic comprehension to higher-order thinking (Anderson & Krathwohl, 2001). The case has always many things hidden for students to explore and reflect on their observations and experiences. This is related to the Kolb’s experiential learning (Kolb, 1984).

Students should learn how to apply knowledge and develop any business strategy. This is also covered through a theory by Kurt Lewin (1951), which states that students can apply the change process in the company. The instructors of online case teaching should explore more theoretical bases as per the case concept or relate to the particular unit and chapter in the session. Modern teaching methods, like role-playing, management-labor debates, discussions, flipped sessions, comparative CEOs discussions and situation-based learning, have been very successful in case-based teaching. This had been even more facilitative through online case teaching as it helped in active discussion in a virtual environment. Research has confirmed that problem-based learning (PBL) and flipped classrooms are effective strategies adapted to the virtual environment (Savery, 2006). Such approaches were the sources of active and practical learning. One of the learning objectives in online case teaching is collaboration and teamwork activity. During online case teaching, teamwork has been possible and feasible and has helped students develop teamwork and collaboration. Research has shown that these activities improve teamwork skills and prepare students for the realities of remote work environments (Dabbagh & Kitsantas, 2012). This helped students develop remote work environment skills as well. The major push to adopt online case methods happened during COVID-19. This was the time when all universities adopted online teaching platforms. Such adaptability has become an opportunity in today’s time. Research has shown that during such time, institutions worldwide transitioned to online modes almost overnight, demonstrating the resilience and potential of this approach (Hodgeset al., 2020). This transition became a foundation, and all institutions took advantage of online case teaching. Online case teaching can be challenging if proper guidelines and instructions are not provided to students. The same can be challenging if the instructor has not planned as per the case discussion standards. Research has suggested that clarity in online instruction supports learner autonomy and improves overall effectiveness in digital pedagogy (Bates, 2015). More instructions in online case teaching can ensure more understanding for students. Online case teaching helps build an interactive community and enhances practical learning.

The case should be uploaded to students’ portals like VLE, Blackboard, Moodle, Learning Zone, or any other university learning platform. There should also be easy access to interactive learning modes like Microsoft Teams, Zoom, Gmail Meet, and Canvas, including interactive tools such as break-out rooms, polls, shared presentations and online videos. The instructor should be familiar with such tools. Further, to be effective in online case teaching, one should be familiar with Miro, Padlet, Google Docs, Kahoot, and Quizlet. Online case teaching was a tactic that required case teachers to know how to analyze the case, how to relate learning outcomes with the program, how to make students participate, how to ensure accurate diversity and inclusivity and most importantly, an inspiration that can create a cordial atmosphere in online case teaching. If any instructor knows such ways, then there is a high possibility of a great impact on students’ learning; otherwise, it will be a session that is just tick-marked. Online education has solved many problems with commuting and busy work schedules. This has provided easy access to knowledge resources and various modules. This has all become possible through the innovation of online teaching platforms like Blackboard, Learning Zone, Zoom, Google Class, and many other similar facilitative domains. Research has shown that Platforms like Zoom, Google Classroom, and Learning Management Systems (LMS) have revolutionized how education is delivered, making it more accessible than ever (Dhawan, 2020). Such platforms are innovative solutions. Another advantage of online teaching is that it is saved, can be reviewed at any time, and can be shared. The research has confirmed that the ability to record sessions further ensures that students can revisit lessons, fostering a deeper understanding of the subject matter (Meanset al., 2014). The facility of recording sessions can ensure more understanding of both instructors and students. The facility has helped instructors to be active and updated on the students’ progress. This facility has also helped instructors to provide accurate feedback. The research has shown that incorporating regular feedback mechanisms helps students stay motivated and focused on their academic goals (Richardsonet al., 2017). Teaching management sciences through case studies has served a practical purpose for students. The online case-based culture has become more flexible and accessible in business education. The research has shown that the shift towards virtual learning environments (VLEs) has made case-based pedagogy more accessible, particularly in business, healthcare, and law (Alavi & Leidner, 2001). There should be less lecturing in online case teaching but more case discussions. There should also be fewer instructions on what to do rather than asking them to participate in what they think, why they think, and how they relate that situation to their professional work. The instructor’s background in the case studies is very crucial. The challenge is maintaining the same cadence of discussion through collaborative tools in online modes. The research has proposed five prime requisites of online case teaching in the digital era.

Prime Requisite 1: Stages of Online Case Teaching Cycle

Teaching without cases is like expecting students to lead a ship without a rudder while teaching students with case studies is like equipping students with the right rudder to sail the ship. In order to equip students with the right knowledge and develop their analytical skills, there should be a right case, a relevant format for discussion, supportive technology and an appropriate type of case.

• Case selection and relevance: The case relevance focuses on which level the case is being used, what unit or chapter is being related to, and the relevant case layout for online discussions like open groups or break-out rooms.

• Case preparation and background: Online case teaching should be focused on proper preparation, like evaluating if students and instructors have case backgrounds and whether they have access to the material and case reading. Was the case, and required material uploaded to the portal?

• Case formats: Further, online case teaching must be planned in proper case format, whether it is synchronous or asynchronous. In synchronous, the students and instructors are online simultaneously and have live discussions. At the same time, asynchronous does not require students or instructors to be online simultaneously but equal access to the material.

• Case types: In addition to the format, there should be clarity on the type of the case, like mini-case situations and short or long case studies. In online case teaching, the mini case can take less time than a short or long case study. Mini-case situations should focus on any one issue, the short case studies can have two issues, while a long case may have more situations.

• Case tools and technology: The understanding and familiarity of technology tools are crucial in online case teaching. The students and instructors should have experience in collaborative tools, technological resources and user-friendly manuals if required.

The above stages can offer opportunities to identify the relevant case category that will serve the purpose of practical learning. If the instructor knows the relevant category, the discussion points can be planned based on the session’s relevance. Such stages will have a positive impact on student learning. The above stages are the sequential guidelines for both the instructors and students.

Prime Requisite 2: Developing Online Case Teaching Expertise

Online case teaching is difficult and requires a good teaching background at any level. Writing, reading, and teaching expertise can help with case discussions. The instructors without case teaching background cannot have good pass rates of the cohort. Instructors need to learn and develop expertise in teaching at all levels. Forums like Harvard’s HBS case teaching seminars, Ivey’s case teaching workshops, NACRA’s case conferences, and other authentic sources of case training have been very effective in developing teachers’ expertise in online case teaching.

• Knowledge (Information): Instructors should gain knowledge of online case teaching through current literature, exploring the trends of top corporations’ decisions, CEO interviews, and published case studies in top journals. The information about the company case can be found on its website. Instructors can evaluate the company’s information, such as history, nature of the business, and success stories.

• Exposure (Knowledge of methods and digital literacy): Exposure is related to the knowledge of methods, flow of cases and digital tools required during online case teaching. Exposure is very important, especially on learning platforms like Zoom, Blackboard, Canvas, and collaborative tools in online teaching. Such exposure will make instructors effective in online case teaching.

• Experience (Exposure to cases and experience of using them): This is possible through practice, using cases very often in lectures, attending other peers’ case discussion classes, or getting training from online case workshops. This will give instructors relevant experience in online case teaching in modern times.

So, to develop online case teaching expertise, instructors need to focus on the knowledge, the information and exposure to the varied methods practiced at good business schools.

Prime Requisite 3: Structure of Online Case Teaching

Online case teaching requires a structured flow in case discussion. The flow can help the instructors focus and efficiently plan the case. It would help instructors achieve the case learning objectives and help manage the flow during the session. Instructors need to play smart, keep focusing on the learning objectives, and manage the discussion within the specified time of the session. This is also helpful for junior case teachers to learn the case teaching method and equally good for experienced instructors to align their expertise with the case plan. The following is the suggested structure for online case teaching.

• Opening and case situation-Full understanding of the case situation.

• General questions for warm-up-Plan a general question to warm up the students.

• Knowing the protagonist-Know the details of the protagonist, the experience as CEO, Founder or any other position in the company.

• Detailed situation-Understand the position of the company and details of its success and failure stories.

• Relation of the case situation with the content of the chapter or theory of the session

• Case triangle or any other framework as per the situation–Application, analysis of the situation, and relevance to learning outcomes with possible solutions.

• Decision point-Decision-making points and skills.

• Any comparison-Comparative analysis of the other companies with the case company.

• Futuristic focus-Opinions on the futuristic approaches of the company’s strategies.

• Recommendations-Recommendations on the decisions in the company.

• Conclusion-Overall conclusion of the case study.

Instructors must focus on time management in online case teaching and consult the relevant tools to follow the structure.

Prime Requisite 4: Online Board Management in Case Teaching

The board management has been an innovative and effective way of discussing cases. Teachers were focused on the students’ points and had written on the board as all the others could see and reflect their opinions. In online board management, instructors must do several extra things to be effective. First of all, they need to have expertise in using online collaborative tools and communication processes. This is required to manage when they should stop the discussion and when a cold call should be given. Teachers need to manage online board effectively during online case discussions. Instructors should know who the student is who can take the lead in the discussion. Instructors must build an online community, build collaboration, create enthusiasm and initiate an inspiring opening. In online board management, the instructor should not only manage the discussion but also connect theory with the business case situation and then relate it to the course learning objectives. So, instructors need to be focused and on track with the case discussion, know the students, understand the relevance of the discussion, and keep using the right online teaching tools during board management. Knowing the students and being familiar with their names on the screen, locating the icons to communicate with them, sending messages individually or in bulk, and receiving them from students. Be ready to decide when to start and when to enter the text in the chat, keep watching the chat, and be quick to respond to them. Plan when to stop their microphone and when to stop their chat if required. Further, online cold call during the case discussion is very important. The cold call in the case discussion evaluates students’ quick wit regarding business situations and decision-making. This should be planned carefully; if someone is not responding to a cold call, the instructor moves to another student to ensure that the discussion continues as per the case plan.

Prime Requisite 5: Understanding the CASE of the Case

There are various aspects of online case teaching, but knowing the CASE is an important factor that can help in planning an online case teaching. CASE stands for C-Cause of the case, A-Application of assignments, S-Solution of the situation and E-Evidence of ending.

C: The cause of the case is to know why the case was written, what was the purpose of the case, and does the case serve the purpose of learning outcomes?

A: In the application, it is important to know whether the case has application points. Is it applied to the case company or competitor if mentioned in the case?

S: The solution is to know about the analysis. Are the solutions possible in the case, and is the solution applicable to the discussion?

E: In the evidence, there should be evidence of protagonist, company information, clarity in management dilemma and forward-looking decisions in the case. There should be evidence of a futuristic focus and ending note if possible.

The CASE will help the instructors and students to know the themes of the case, the requirements of the case, the details of the decision maker in the case company, and the practical analysis of a case solution. The above acronym of the CASE can help in understanding the case situation.

Practical Impact of Online Case Teaching

Case teaching is an inspiration that can be developed through reading and understanding case studies. It is not easy to impact the learners practically unless you have that background in case studies. It is not about the students but the instructors who develop students’ decision-making skills. If the instructor does not have the expertise to lead a case discussion, it will end up as the case discussion has no result. There are 1000s of case discussions in many universities, but a few graduates from top universities have analytical and decision-making skills. This is only because of the well-set structured case style at the university, the required case teaching skills of the instructors, and proper support, either face-to-face oval class layout or well-equipped online case teaching tools. Online case teaching has a widely practical impact on students’ learning. Students can have access to join remotely and connect at any time; the instructor can easily make groups through collaborative tools and make them participate in the discussion. The students can also put expressions in online discussions and listen at their own pace. The major impact is to enhance exposure, familiarity, high-level knowledge, active collaboration, digital literacy, and personalized learning. The other practical impact is to archive the data, align it and update it as per the requirements. Further, online case teaching can positively impact inclusivity and diversity. All the students can get equal attention, and this becomes more student-centric. One of the contributions of online case discussions is not only building community but also developing continuous digital proficiency of the students. The tactic of online case teaching is almost the same as that of physical campus teaching, but it has more global reach. All learners can benefit from the case discussion and join at their convenience. Online case instructors can easily measure performance, participation, attendance, group discussion and collaboration during the case discussion.

Some Challenges and Possible Recommendations

The online case teaching opportunities have helped maintain an inclusive environment, but there could be some challenges like digital literacy and accessibility in some parts of the world. Research has shown that issues such as the digital divide and accessibility for learners with disabilities remain challenges that institutions must address (Selwyn, 2016). For online case teaching, universities should provide mandatory training to students and instructors to effectively teach cases. Technical challenges are possible when students and teachers face unreliable internet connection, incompatible systems, inaccessible tools like microphones, sound, camera and most importantly, familiarity with online resources. Also, privacy issues, such as personal or sensitive information during discussions. To address such issues, the instructor should prepare a report and a user-friendly manual for students. All the concerns and guidelines should be communicated to them. The document can be an institutionalized file that can be used by all the faculty members and students in the University. Institutional accountability can facilitate educators in learning and developing tactics to deliver practical knowledge to learners. An institutional development program can regularly enhance the educators’ expertise. An institution can apply the case expertise to evaluate academics and set rewards. Institutions should initiate the development of case teaching culture by establishing case centres, case incubation hubs or research support departments. Such initiatives can provide mentorship programs to faculty who can apply to the classes. Institutions can set a criterion to embed such development in the yearly faculty goals. Finally, institutions should also build a collaborative research centre with the top institutions worldwide. The institutions in the global south should collaborate with the global north to learn and adopt the best practices and exchange the exposure for effective online case teaching methods.

Conclusion

The article concludes that the prime requisites of online case teaching can help achieve case learning outcomes in the relevant modules. Learning the essentials of online case teaching can help faculty and students focus on analytical skills with technological competence. The prime requisites can educate on the effectiveness of online case teaching. Future research on the impact of cultural diversity, leveraging technological aspects, and evaluating learning outcomes with engagement and adaptive approaches of online case teaching would be an interesting project.