Design of Problem Case Studies and Reflections for a Problem Based Learning Course

Abstract— Problem Based Learning dates back to medical sciences from 1960’s and has influenced several domains for the design of effective student-centered learning systems. Problems play a major role in a problem based learning classroom sessions. One of the effective ways of problem delivery is using case studies. An effective case study can act as a bridge to construct knowledge between known and unknown. This work uses pragmatic approach for research design and answers the research question on ‘what are the effective ways to design the case studies and reflections in a problem based learning classroom’. The context of the study was second year students from computer science and nature of the course was algorithmic. Total sampling was used in the process with informed consent. After identification of the threshold concepts and writing the learning outcomes, case studies were designed to meet the learning objectives. A template for case study was designed using activity theory as a theoretical framework in support with constructivism. Mixed method approach was used for data analysis. Statistical inferences were used for quantitative data analysis. Process coding and in-vivo coding were used for qualitative data analysis. Using the research design four case studies was analyzed and inferences are drawn on how to design effective case studies. The method has a positive feedback from students as indicated in the feedback survey. Though the process requires additional effort from the faculty in design of case study and reflections, it can benefit the students in becoming selfdirected and life-long learners. Keywords—Case Studies; Problems; Problem Based Learning; Reflections; Outcomes