The Influence of Discussion Groups in a Case-Based Learning Environment

The common practice of using discussion groups during case-based learning makes the role of discussion important in these learning environments. However, little empirical research has been done to investigate the influence of discussion on performance and motivation in case-based learning. The purpose of this article is to present the results of a study conducted to examine the role of discussion groups in a case-based environment. College students completed two cases either individually or in small discussion groups. Measures included two case analyses, an attitude survey, time on task, and document analysis. Results revealed significant performance and time differences between instructional methods on the first case, but not on the second case. In addition, results indicated significant differences in student attitudes between treatments. Overall, participants who worked in groups liked their method significantly better than those who worked alone, felt they learned more working in a group than they would have working alone, and expressed a preference for working in a group if they had to do the class over again. Implications for implementing case-based learning and future research are discussed. Case-based methods are being widely implemented in a variety of learning environments. While used for many years to teach management, law, and medicine, case-based learning has become a popular method in teacher education and in instructional design and technology (Carter, 1989; Cross & Steadman, 1996; Ertmer & Quinn, 1999; Ertmer & Russell, 1995; FlorioRuane & Clark, 1990; Graf, 1991; Kinzie, Hrabe, & Larsen, 1998; Kleinfeld, 1990, Kowalski, Weaver, & Henson, 1990; Merseth, 1991; Shulman, 1992). Proponents of this instructional method argue that cases make learning relevant and meaningful to the student through active participation in analyzing, discussing and solving real problems in a specific field of inquiry (Carlson & Schodt, 1995; Doriswami & Towl, 1963; Erskine, Leenders, & Mauffette-Leenders, 1998; Gragg, 1954; Lawrence, 1953; Levin, 1995; Matejka & Cosse, 1981; McNair & Hersum, 1954; Tillman, 1995). The case method requires a teacher to be tutor, guide, coach, or facilitator, a role frequently advocated by proponents of participatory learning (Aulls, 1998; Erskine et al., 1998; Wilkerson & Feletti, 1989). The case method also shifts the focus of learning away from memorization of facts and to the application of concepts, theories, and techniques to practical, real world problems (Albanese & Mitchell, 1993; Carlson & Schodt, 1995; Christensen, Garvin, & Sweet, 1991; Erskine et al., 1998; Gallagher, Stepien, & Rosenthal, 1992). The effective use of cases requires students to develop and use critical thinking skills and apply them to a problemsolving approach to analyze the situation and recommend realistic solutions through better