How to use cases in remote teaching?

This question has been asked by many professors, even those who were already very experienced in the application of the case method.

The topic has been much discussed since the beginning of the COVID-19 pandemic in several international case repositories and platforms dedicated to offering resources for teachers. A lot of anguish was seen around him to know if it would be possible to continue with this tool.

The understanding that cases are an interesting pedagogical alternative within remote teaching has been strengthened. Contrary to what many of us thought before, it is possible to create a collaborative environment for learning, even in the face of the challenges of online meetings.

There are several possibilities to take advantage of cases in remote classes:

1. Use the cases asynchronously (with their reading serving as the basis for forums, individual or group activities to be delivered and scored)
2. Use them as activities in synchronous classes (with prior reading, students can work on the issues during class, participate in group debate and class plenary sessions)

Since we started remote teaching in 2020, I have experienced different ways of working with the cases. I realize, similarly to other international professors, that the cases continue to have the potential to engage students, as long as they are presented in an inviting way. Above all, they can be allies to reduce the passivity and "invisibility" that is created with cameras turned off and muted microphones (great challenges of our times).

A case-based remote class can invite the student to speak, perform in front of the cameras and interact with their classmates. For this, I have preferred the forms that combine, around the same case, an activity asynchronous one-on-one prior (to ensure the preparation of students), followed by a Synchronous class dedicated to group, intergroup or class debate).

If it's helpful, here's a step-by-step example:

1. Choose a suitable case for the course program, stipulate the date and make it available in advance. For this, you can rely on the repository of cases of the ADM Casoteca . Here we can already start a greater engagement of the student, by inviting him to give his opinion, to vote on a case of greater interest to the class. The teacher can select two options and open a poll in the distance learning environment.
2. Provide an individual activity for the case. Suggestion: create a forum with a topic for each question for debate presented by the case - or create questions that interest the teacher's objective with that debate.

I'll give an example of this use: in the New Style case, I create a topic for each of the 3 questions and propose that the student choose two to answer in the forum during the preparation week. Thus, he will need to have carried out reading and reflection on an individual level. I suggest that this participation be scored. The teacher, together with his or her monitors, can follow the debate day by day to bring more dynamism. An observation: depending on the size of the class, this stage can be in pairs or even trios, already creating an interaction between students to answer the questions.

3. Promote a debate of the case with the class in the next class. Suggestion: depending on the plot of the case, the teacher can create channels in Teams for students to meet during class - for about 15 minutes - to discuss the issue of their greatest interest and propose an analysis, interpretation or solution based on communication and collaboration with colleagues.

I will give an example of this usage: in the New Style case , for the synchronous class, I bring a guest who makes a short introduction about the case, adds some elements to enrich the analysis. Also, I create 3 channels in Teams, each representing a consultancy and explain the activity at the beginning of the synchronous class. The students are randomly distributed there and need to make a proposal to answer the questions within "their consultancy". In the debate, the consultancies are called upon to present their answers and the professor conducts the debate based on convergences and divergences.

4. Finally, I want to remind you: A case-based class is a class with videos and open cameras. It is important that students are provoked to speak, instigated to give their opinions. The teacher can look for divergent interpretations in the class, encourage others to complement each other. This creates an interesting seam and brings the student to participate, breaking the silence that impoverishes online classes and challenges us, many times. The case may be a chance to increase participation in the online class.