Page 13 - Case Lab Summary

Environments (VLE) developing as new technologies are

introduced and applied, a new educational paradigm

emerges which is more efficacious to the achievement of

active and deep learning.

It seems that business case study development, analysis and

use still suffer from a number of shortcomings, not the least

of which is a paucity of choice. In itself, this is a serious

weakness, and one which is further compounded by an even

worse supply of business case study teaching guides. Today,

even with the inexorable march of technology, very little has

changed, though the application of new technologies, hold

the promise of radical transformation.

The relationship between key stakeholders of the lecturer and

the student in case methodology as noted by Merseth, 1991,

could not be sustained when online, interactive applications

were introduced. A third stakeholder, the higher education

institution, entered the equation when these interactive,

online applications were developed and dramatically realigned

all stakeholder expectations. Where before, the lecturer could,

when developing a paper-based case study, undertake this

research from his own resources now, when online interactive

business case studies are undertaken that call for a greater

resource base, this may no longer be the case. As Bonk (2004)

commented in the