LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
2.4 Requirements of the case-based method
2.4.3 Using the case-based method in Tourism education
work in groups so that they can use their ‘own language’ to discuss the concepts being examined (Bučiūnienė, 2012). The teacher must help the leaners by asking appropriate questions that will allow them to engage in a debate.
Leonard Jr. and Cook (2010) suggest that teachers’ questions should not be designed only to test but to initiate and promote discussion as well. This will give learners the ability to understand different situations from different points of view.
In classrooms where the case-based method is used, opportunities are created for learners to work together in groups to discuss a case and answer the questions related to the case (Leonard Jr. & Cook, 2010). This promotes active conversations amongst the learners that help them to develop a complete understanding of the concepts, while it also encourages critical thinking. A strength of the case-based method is that it encourages learners to participate actively during the lesson. Bonney (2015) emphasises that the case- based method relies heavily on discussions in class and that it therefore requires teachers to actively engage their learners in the teaching and learning process.
The proficiency of competent teachers needs to extend to their understanding of case content and their ability to devise ways in which to master this content. In this process, they should guide their learners to achieve learning objectives based on the purpose of what they are teaching. Teachers select case studies purposively and present them to learners in the class. Teachers who use the case-based method thus infuse stimuli into these textual cases and present them to learners in a contextually ordered, meaningful way. Cherubini (2009) states that teachers select and use case studies as anecdotes in their formal classes to support learning. However, some teachers sometimes fall into the trap of lecturing the case study rather than allowing the learners to discover the problem and construct solutions on their own, which impedes the effective use of the case-based method (Grassberger & Wilder, 2015; Lyons & Bandura, 2020).
2.4.3 Using the case-based method in Tourism education
Effective teaching and learning in Tourism are closely connected with the teaching methods that are used. In real life, the tourism field and environment are constantly changing and it thus becomes more challenging for learners to access the subject content as they are required to develop various knowledges and skills to keep abreast of the dynamics in the tourism industry. This industry needs employees who are able to cope with a rapidly changing environment such as technology advancement and changes in consumer behaviour, to name only two. The complexity of the tourism industry means that Tourism education requires particular engagement on the part of learners (Mayburry
& Swanger, 2011). The Tourism curriculum clarifies that it is an industry-based subject because it equips learners with knowledge and skills to provide services to people, therefore the ability to think critically and creatively to solve problems is essential. In this context, the use of the case-based method is appropriate and necessary as it allows learners to explore the multidimensional nature of tourism (Bhan, 2014;
Arcodia & Dickson, 2013). However, Dawson and Titz (2012) raise the concern that many Tourism learners neither think critically nor integrate what they have learnt with what is actually happening in the tourism industry. There is thus a need to link theory with practice and reduce this gap in Tourism education by using various teaching strategies, of which the case-based method is one (Arcodia & Dickson, 2013). However, the literature review revealed a dearth of research on the case-based method in this subject, and a view on the perspectives of Tourism teachers is particularly sparse. Some researchers mention that learning activities that are based on real-life experiences help learners transform information or fact into personal knowledge which can then be applied in a variety of situations, but Tourism has not been explored in sufficient depth in this regard.
It has been demonstrated that the case-based method is a successful pedagogical approach and it may thus be argued that it is an appropriate approach to assist Tourism teachers to transfer theory into practice within the complexity of the classroom (Learnord Jr. &
Cook, 2010; Stokking, Leenders, Jong & Van Tartwijk, 2003). For instance, a study conducted by Chan (2010) revealed that the case-based method was useful in teaching Tourism concepts in an effort to address the issue of theory versus the real world that learners had to master.
Whilst case-based method was perceived as an effective method to teach Tourism, Dorta- Afonso (2019) claims that learners in Tourism were outcome-oriented since there is emphasis on performance rather than learning in education. This may render case-based method ineffective in achieving other intended skills. This implies that the effectiveness of case-based method is based on individual learner to show intrinsic motivation to learn trough cases.
Arcodia & Dickson, 2013 in their study found that students may show frustration in managing and coping with group dynamics, as well as in managing the time and work required when using case-based method. The problem of implementing case-study method in Tourism education is one of the very actual problems of the present day. This is reflected in a study conducted by O’Mahony & Lo (2020) who revealed that learners still lack experience in collaboration and organisational skills when case-based method is implemented. The problems of working in teams includes lack of coordination, delays, etc
Selecting appropriate teaching methods may play a fundamental role in the success of Tourism teaching. According to Parris (2011), the case-based method is ideal for teaching Tourism as learning is an active and creative process that should explore real-life cases. Tourism learners need to be exposed to cases in the real world so that they will acquire the skills that are needed in the tourism industry. The case-based method is ideal as it allows real-life cases in the tourism industry to be analysed within the classroom environment. For example, viewing videos or reading texts will enable a theory-based analysis of complex situations in the industry (Harvey & Kenyon, 2013). These cases should not only be studied for illustration purposes, but also to raise problems and initiate problem-solving processes (Bonney, 2015).
In South Africa, inquiry-based approaches are prescribed in the latest national curriculum document known as the Curriculum and Assessment Policy Statement (CAPS) for Tourism Department of Basic Education, 2011). This focus on active learning and problem solving is reflected in the principles of the NCS and is also outlined in the CAPS document, where the intent is to encourage active learning and the development of critical thinking, problem-solving skills, and a critical approach to learning (Department of Basic Education, 2011). This suggests the need to create instruction that includes real-life scenarios and encourages learners to think critically and engage in their own learning. It would seem that the case-based method is an obvious choice for an appropriate pedagogical approach to achieve these principles and encourage deep learning. This