#  Case-Based Collaborative Learning 

 



##  Case-Based Collaborative Learning 

Learning conceptual material in the abstract works for some students. For others, traditional lectures and textbook learning can be alienating. By contrast, Case-Based Collaborative Learning (CBCL) provides a structured, student-centered approach to learning challenging material within realistic scenarios from the field. In the CBCL classroom, students identify and wrestle with concepts as they appear in reality. In the true-to-life, well-crafted case, these concepts may be buried amid relevant and/or irrelevant details. In the field, concepts rarely surface in “textbook” form, and problems of practice are increasingly confronted by teams of professionals who bring different levels of expertise to a given situation. Accordingly, Case-Based Collaborative Learning presents student groups with relevant field-specific puzzles and affords them a clear structure for solving these puzzles. Students work through complex material together, apply the concepts they gleaned individually the night before, and reach new understandings as a group.

How do we craft cases and structure students’ experiences of them in a way that avoids straightforward answers, invites debate, and encourages collaboration? Given that cases are likely to stimulate many questions from students, how do we help them to progress in a case without quelling their curiosity and enthusiasm? How do we foster safe learning environments that value students’ diverse academic backgrounds and afford them the flexibility to wrestle with course material in context? In these videos, featured instructor Dr. Barbara Cockrill discusses her approach and strategies for using case-based collaborative learning with first-year medical students.



 

 

 

       ![bg](/sites/g/files/omnuum10466/files/styles/hwp_28_10__1920x685/public/instructionalmoves/files/cbcl_v1a.jpg?itok=Ygvzmx5E) 

 

 



 

 



 

  [### Channeling expertise in the room to enhance the case

 ](/channeling-expertise-room-enhance-case) 

   ![Medium close up of 2 students seated at a table in the classroom with tablets, discussing content with other members of the group who are offscreen.](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/co_008.jpg?itok=y0jD2w7C) 

 



 

 

   [### Circulating the room during small group case discussions

 ](/circulating-room-during-small-group-case-discussions) 

   ![Professor Cockrill and another Instructor standing and listening in to small group discussions in the classroom.](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/co_005.jpg?itok=oTIud1aY) 

 



 

 

   [### Designing a Case-Based Collaborative Learning Case

 ](/designing-case-based-collaborative-learning-case) 

   ![Medium close up of four students seated in a classroom, looking at computers and books. Projected on screen behind them is a large XRay image.](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/co_002.jpg?itok=LFCKMHSx) 

 



 

 

   [### Experiencing the case as a student team

 ](/experiencing-case-student-team) 

   ![Wide shot of four graduate students seated at a table facing eachother, 2 with tablets, 2 with computers. Around them the rest of the class is seated in similar formation.](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/co_004.jpg?itok=bpVfrmoI) 

 



 

 

   [### Moving class forward while honoring curiosity spurred by the case

 ](/moving-class-forward-while-honoring-curiosity-spurred-case) 

   ![Close up of a graudate students with a microphone answering a question in class.](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/co_007.jpg?itok=e5oAvJ1K) 

 



 

 

   [### Sharing relevant experiences from the field

 ](/sharing-relevant-experiences-field) 

   ![Medium wide shot of Professor Cockrill explaining something to a seated student.](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/co_006.jpg?itok=aZnQfoFw) 

 



 

 

   [### Structuring the Case Discussion

 ](/structuring-case-discussion) 

   ![Medium shot of Professor Cockrill standing and teaching. Graduate students in the foreground seated with computers.](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/co_003.jpg?itok=QvSbrjIo) 

 



 

 

   [### Using Cases in the Case-Based Collaborative Learning Classroom

 ](/using-cases-case-based-collaborative-learning-classroom) 

   ![Close up of two graduate students in a classroom seated with tablets, one writing, one listening.](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/co_001.jpg?itok=cCglDsdo) 

 



 

 

  

 

 

 

 

##  What does the research say? 

- Merseth provides the historical context behind the case-based teaching method ([1991](https://journals.sagepub.com/doi/abs/10.1177/002248719104200402))
- The benefits of working in groups are due to pooled knowledge, opportunities for explanation and argumentation, a decrease in memory load, and increased opportunities for observational learning ([Nokes-Malach et al., 2015](https://link.springer.com/article/10.1007/s10648-015-9312-8))
- Research conducted by Krain confirms increased recall and deeper theoretical and conceptual understanding among students when using case-based materials in a pre- and post-test ([2016](https://eric.ed.gov/?id=EJ1103995))
- Instructor scaffolding is critical for effective case-based learning ([Ramaekers et al., 2011](https://eric.ed.gov/?id=EJ946155))



 

 Further Print Resources Further Online Resources  

## Further Print Resources

 

 

###  [Kolodner, J. (2014). *Case-based reasoning*. Morgan Kaufmann.](https://www.elsevier.com/books/case-based-reasoning/kolodner/978-1-55860-237-3)

 Kolodner offers an extensive examination of case-based reasoning and its use in the classroom

###  [Barkley, Elizabeth F., K. Patricia Cross, and Claire H. Major. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.](https://www.wiley.com/en-us/Collaborative%20Learning%20Techniques:%20A%20Handbook%20for%20College%20Faculty,%202nd%20Edition-p-9781118761670)

 Barkley, Cross, and Major provide a broad overview of student-centered collaborative learning activities for the classroom



 



 

 

 

## Further Online Resources 

 

 

- [The Case Center](https://www.case.org/) contains a large repository of cases from many disciplines for the higher education setting
- This comprehensive resource on “The ABCs of Case Teaching” provides [helpful tips for planning and “running” your case](http://researchswinger.org/others/case-method-teaching.pdf).
- Harvard Medical School provides a [rubric to self-assess your own CBCL facilitation, or collaborate with colleagues to conduct peer observations and evaluations.](https://instructionalmoves.gse.harvard.edu/sites/g/files/omnuum10466/files/2025-10/B.%20CBCL%20Workseet%20%26%20Compendium.docx.pdf)



 



 

 

 

 

 

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