South African Business Studies teachers’ implementation of case-based teaching method in technology-enhanced classrooms to promote learner participation
DOI:
https://doi.org/10.17159/2ftefp89Keywords:
Business studies, Cased-based teaching, Teachers, Learners, TechnologyAbstract
Learner participation in their learning is important to foster meaningful learning. Thus, teachers adopt different teaching methods including case-based teaching method to propel learners’ participation in learning. This qualitative study explored business studies teachers’ implementation of case-based teaching in technology-enhanced classrooms. The study is located within the interpretivists’ paradigm and utilises Experiential Learning Theory as a lens to interpret and thematically analyse interviews collected from six business studies teachers, from six secondary schools in KwaZulu-Natal in South Africa that were selected purposefully. The study found that a case-based teaching method is compatible with technology integration and helps teachers to expose learners to real business situations. Consequently, integrating technology while implementing case-based teaching transforms the learning context. It is recommended that business studies teachers intensify the implementation of case-based teaching in their technology-enhanced classrooms to facilitate learners’ understanding as they participate in learning.
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