Page 8 - Articles Written by JGJ EF DPS

as time-table allowance, to develop the case study and these will be
allocated by the institution. On the other hand, it impacts directly on the
student who will use it and assess its efficacy.

The next step is the construction of the interactive case study. As will be
seen this draws on greater institutional resources than those of the
paper-based case study such as video, scripting, design and animation,
hypertext linking, internet access, etc. but hopefully, as Bonk
[Bonk,2004] would support, provides a stronger more effective and
enjoyable learning experience for the student.

Finally, the interactive case study has to be bedded in with the
multimedia delivery system that provides a matrix of pedagogic materials
that support the interactive case study. This architecture is dynamic in
nature and is subject to an environment which is continuously turbulent.
Its efficacy is to a great extent conditional on the institution’s VLE and
MLE [Lane-Maher and Ashar, 2001; Moskal and Dziuban, 2001; Smith,
2001; Twigg 2004,].

Stream B: comprises case analysis which is essentially the case study
teaching guides with their concomitant analysis, teaching outlines,
pedagogic relationships and recommendations for questions to be asked
[Taber, 2003].

The next step is case teaching which is specific to that case study and
its setting. To a great extent this is dependent upon the place in the
course module the case study is to be used and the level at which it is
directed.

Finally, Blended Learning provides the delivery platform and the interface
between student and pedagogy, [Bennet et al, 2003; Bonk, 2004]. This

essentially, creates a milieu for introducing a broader and more student
controlled pedagogic process.

(A) + (B) feed into the process of movement from Business Case Study
Methodology to Business Cases and the Interactive Pedagogic Process
and each carries with it the potential for a stream of research output
[Gallagher, 2006].

For the lecturer this online, interactive teaching provides a more
rewarding and stimulating teaching experience and as with the institution
it allows a more efficient and effective teaching pedagogy that increases
the performance of all the constituent elements.