Case Based Learning Procedure

Rowles and Brigham (2005) in Kaddoura (2011) suggest five things that must be done so that the
implementation of CBL runs effectively from case studies, namely:

1. Case studies need to be focussed on the most important concepts that must be learned: Case
studies need to be focussed on core or core concepts that play a key role in understanding the
situation or problem at hand. This helps in identifying more purposeful and effective solutions or
recommendations. By focussing on the most important concepts, we can avoid the dispersion of
information and focus on the crucial elements.

2. Case studies may not have one correct answer, teachers should consider alternative
responses and ask students to further discuss the case by creating analytical questions: Case
studies are often complex and do not have a single correct solution. For that, teachers can guide
students by considering various alternative responses to the case. By asking analytical questions,
teachers can encourage students to think critically, consider various points of view, and stimulate
further discussion. This approach not only builds problem-solving skills, but also opens up space
for a deeper understanding of the issues discussed in case studies.

3. In the CBL process, the learning environment must be conducive to facilitate student
participation: In Context-Based Learning (CBL), a conducive learning environment plays an
important role in facilitating student participation. A conducive environment creates an
atmosphere that supports and stimulates students' interest in learning materials. This can involve
providing adequate facilities, technology support, and an inclusive classroom atmosphere. In
addition, conducive learning spaces also include positive interactions between teachers and
students, as well as between fellow students. Factors such as security, engagement, and
cooperation can improve the quality of learning in the context of CBL. By creating a conducive
learning environment, student participation can be increased, helping them to be more actively
involved in the learning process and understand the context around the subject matter.

4. All students must be involved in learning activities if class size allows: The participation of all
students in learning activities is desirable if class size allows. By engaging all students, teachers
can create a more equitable and inclusive learning experience. It provides opportunities for each
student to contribute, share views, and develop their understanding. Smaller class sizes allow
teachers to provide individualised attention and support the diversity of student learning styles.
This creates an environment where each student feels valued and has the opportunity to grow
academically and socially. Although the challenges can differ depending on school or region
policies, efforts to increase the participation of all students remain a positive goal in the context of
classroom learning.

5. Conclusion of the key points are important to ensure that students take the most important
concepts: The conclusion of the key points are important to ensure that students take the most
important concepts is that the focus on the core or subject matter helps in understanding in depth.
Teachers can improve student learning by conveying information in a directed manner,
minimising dispersion, and emphasising crucial concepts. Core focussed learning helps students
develop a solid understanding and be able to apply it in different contexts. Therefore, in the
learning process, the emphasis on the most important concepts forms a solid foundation for a
sustainable and diverse understanding.

To carry out the procedure, the following steps are needed:

1. The teaching lecturer prepares material (in the form of a case) that is in accordance with the
learning objectives that must be achieved by students, and references that are in accordance with
the subject matter

2. The case is given to students one week before the learning implementation schedule process

3. Learning in the form of small group discussions and / or class discussions

4. The lecturer observes the discussion process and if necessary gives a

touch/direction/correction/questions so that the group discussion reaches the target

5. Each student is required to make a concise note about the material discussed (lecturers can give an
outline of what needs to be recorded / reported by students)