The purpose of this paper is to demonstrate the linkage of case-based instruction with the enhancement of self-regulated learning of employees. Specific objectives are to review and describe: some characteristics of adult learning, features and functions of self-regulated learning (SRL) and the instructional approach, case-based learning (CBL), followed by a synthesis of the information in the form of a detailed, CBL approach for practitioner use.,The approach used in this work is represented in the following phases. First, conduct a literature review of each of these areas: characteristics of adult learners, details of SRL and its components, accompanied by the expression of linkages among the concepts and CBL. This includes exploration of metacognition, as it relates to the self-regulation of learning. Also reviewed was CBL, including theory background. Literature reviews were aided by databases: Education Research Complete, Psych Info and ScienceDirect. The second substantive phase was to synthesize the information obtained in the reviews and analysis and create a detailed design presentation for using CBL with trainees.,The findings of the analysis and synthesis of information enable the expression of a complete, detailed approach to the application of CBL for practitioner use. A review of practices in CBL augmented with examination of important theories of situated cognition and constructivism assist in building a rationale as to how case-based instruction may improve individual and team/group self-regulation of learning.,Presented in the paper is a complete model of case-based instruction for practitioner use and refinement.,Case-based instruction has not been directly linked to the self-regulation of learning. This paper makes a contribution to the literature of CBL as well as to situational cognition.

中文翻译：

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促进员工学习：基于案例的学习和自我调节学习的融合

本文的目的是演示基于案例的教学与增强员工的自律学习之间的联系。具体目标是复习和描述：成人学习的某些特征，自我调节学习（SRL）的特征和功能以及教学方法，基于案例的学习（CBL），然后以信息的形式综合信息。详细的CBL方法供从业人员使用。此工作中使用的方法分以下几个阶段。首先，对以下每个领域进行文献综述：成人学习者的特征，SRL及其组成的详细信息，以及概念和CBL之间联系的表达。这包括对元认知的探索，因为它与学习的自我调节有关。还审查了CBL，包括理论背景。文献综述得到数据库的支持：教育研究完成，心理信息和ScienceDirect。第二个实质性阶段是综合在审查和分析中获得的信息，并创建一个详细的设计演示文稿，供学员与CBL一起使用。分析和综合信息的结果可以表达出一种完整，详细的方法来应用CBL。 CBL供从业者使用。对CBL的实践进行回顾，再加上对情境认知和建构主义的重要理论的考察，有助于建立基于案例的教学如何改善个人和团队/团体对学习的自我调节的理论基础。基于案例的教学模式，供从业者使用和​​完善。基于案例的教学尚未直接与学习的自我调节联系在一起。本文为CBL的文献以及情境认知做出了贡献。