Purpose

This paper aims to detect the opportunities and problems when teaching with cases since the COVID-19 pivot to online.

Design/methodology/approach

From a qualitative phenomenological approach, both authors reflect on the pivot to online case method teaching in their master’s level courses in Colombia and the Dominican Republic.

Findings

The reflection allowed the authors to validate that the questions before and during the debate and the voting are resources equally valuable for discussing cases in the traditional classroom and online. However, the authors observe a pivot to teaching with cases online from the COVID-19 pandemic in aspects such as teamwork requiring more time in online class due to internet problems or students’ slowing down. The instructor’s viewing of teamwork is intermittent and causes feeling out of control. Working with cameras on or off generates different results in the students, in the teaching-learning process and in the results, which require the instructor’s good judgement decisions. The online discussion planning and organisation demand flexibility and empathy by the instructor, to promote a more significant student-student interaction, which, in the experience, is limited in the virtual environment. Finally, working with cases online generates and requires additional skills in the instructors to those of the traditional classroom.

Originality/value

The study’s originality consists of identifying the main divergences between face-to-face and online teaching with the case method, from the COVID-19 pivot to online. The study’s value is to warn instructors of problems that may arise in online teaching with the case method, for which recommendations are made.

中文翻译：

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案例教学：自 COVID-19 转向在线以来的机遇和问题

目的

本文旨在发现自 COVID-19 转向在线教学以来在案例教学中的机会和问题。

设计/方法/方法

从定性的现象学方法来看，两位作者都反思了哥伦比亚和多米尼加共和国硕士课程向在线案例教学的转变。

发现

反思使作者能够验证辩论和投票之前和期间的问题对于在传统课堂和在线讨论案例同样有价值。然而，作者观察到，在诸如团队合作等方面，由于互联网问题或学生速度变慢，在线课堂需要更多时间来教授 COVID-19 大流行的案例。教练对团队合作的看法是断断续续的，并导致感觉失控。开启或关闭摄像头会在学生、教学过程和结果中产生不同的结果，这需要教师做出良好的判断决定。在线讨论计划和组织需要教师的灵活性和同理心，以促进更重要的学生与学生互动，在体验上，仅限于虚拟环境。最后，在线处理案例会产生并要求教师具备传统课堂以外的额外技能。

原创性/价值

该研究的独创性包括使用案例方法确定面对面教学和在线教学之间的主要差异，从 COVID-19 转向在线。该研究的价值在于提醒教师使用案例方法在线教学中可能出现的问题，并提出建议。