LEARNING THROUGH CASE ANALYSIS

This research provides a breadth review of the literature relevant to the case study approach to learning. The findings of this literature review are presented in discussions related to (1) defining the case analysis approach to learning, (2) forms of case studies, (3) learning through case analysis, (4) advantages and disadvantages associated with learning through case analysis, and (5) preparing case studies.

The case analysis approach to learning confronts people in training with concrete situations that are characterized by temporal and developmental dimensions wherein a complex set of behavioral determinants are relevant (Bennis, 1979, p. 634). Within the case analysis approach, the learner is asked to diagnose and analyze situations to determine why events occurred as described and why the people involved in the situation behaved as they did. The typical case analysis concludes with a prescriptive action recommended by the learner (Merriam, 1992, p. 76).

Case study learning is based "on the premise that a case can be located that is typical of many other cases, that is, the case is viewed as an example of a class of events or a group of individuals" (Borg and Gall, 1991, p. 488). From this premise, the assumption is that "indepth observations of the single case can provide insights into the class of events from which the case has be

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in new experiences. Concrete experience is one of the principal justifications for the use of case studies. The reflective learning mode implies that an individual is capable of observing and reflecting upon such experiences from a multiplicity of perspectives. This approach to learning is also characteristic of case analysis. The abstract conceptualization learning mode implies that an individual can create concepts that integrate their own observations into logical and sound theories. This approach to learning is also incorporated into case studies. Lastly, the active experimentation learning mode implies that an individual is capable of effectively applying the theories developed to decisionmaking and problemsolving processes. This approach to learning is a key characteristic of case analysis. Divergers as learners tend to rely most heavily on the concrete experience and reflective observation learning modes. With imaginative capacity as a major strength, the diverger is able to reflect on concrete experiences from a variety of perspectives. Divergers are typically idea, or brainstorming, individuals who are interested in people, and who have a broad range of cultural interests. Divergers as learners are susceptib
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Some common words found in the essay are:
Feinstein Veenendall, Hill Kratwohl, Borg Gall, Lastly Mayer, Bower Hilgard, Learning Analysis, Approach Learning, Preparing Studies, approach learning, LITERATURE Introduction, Merriam Simpson, analysis approach, learning analysis, cooperative learning, analysis approach learning, skinner 1953, 1992 pp, advance organizers, learning process, study approach, ed york, borg gall 1991, study approach learning, cooperative learning concept, management public administration,
Approximate Word count = 6717
Approximate Pages = 27 (250 words per page)

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