Page 772 - The Case Lab Book

The next step is the construction of the interactive case study. This draws on greater
institutional resources than those of the paper-based case study such as video, scripting,
design and animation, hypertext linking, web site construction, storage, internet access,
etc. but hopefully, as 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 continually in
a state of flux. 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 with suggested answers (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.

For the institution, organisational performance will increase as both its efficiency and
effectiveness is enhanced for example, as these elements impact student retention will
increase as students respond to this higher quality pedagogic process and may help
answer Ortalo-Magné and Lyons views and predictions.