Case studies have a unique application in REALTOR® training. Not only are they particularly useful in adult learning settings, they are arguably one of the best vehicles for building problem-solving skills among students – a primary objective in professional training programs.

But WHY can’t I just tell them what I want them to know? Well, you can – but don’t expect them to remember much.

Case studies, when properly used, allow the students to reach their own conclusions, increasing their retention of the material presented. Think about it – which do you most clearly remember: the first time you saw someone ride a bike or the first time you learned to ride your own?

Case studies also increase students’ enjoyment of the material being presented. As a rule, people like thinking for themselves – and dislike being told what to think! Which is more fun: working a crossword puzzle yourself or writing in the answers as someone else tells them to you?

How is telling them a “story” different than just telling them the information? Because a case study – a good case study – requires students to participate in the learning process. Ideally, a good case study isn’t just a story you tell but a problem, an illustration, a summary or a situation that requires the student to actively work through the given factors to arrive at the BIG IDEA. When they get there, they haven’t just “found the answer” – or worse, been told the answer; they now have some ownership of the answer or solution. With that ownership comes confidence they could solve the problem again – not just in a case study but in real life.

So, why do students like case studies? In addition to providing a more interactive and exciting way to learn, case studies allow students to do something vital to the learning process – connect new information to a past experience. Case studies allow you to frame the information in familiar terms or situations – you move beyond posing a hypothetical learning point to creating a personal connection between the student and the information.

Think about this – how do you know when you’ve eaten the very best piece of chocolate cake ever? Is it because someone (your mother-in-law) tells you it’s the best chocolate cake ever? Or, is it because you eat it and immediately know that – compared to every other chocolate cake you’ve ever eaten – this one is the best? Now, to take it a step further, the next time you bake a chocolate cake, you’ll want to make it better; the knowledge, once internalized, is now part of your thinking process (and, perhaps, your waistline.)

So what’s the bottom line? Using good case studies allows students to learn, retain and apply more information. Case studies allow students to tell, not just be told; to participate, not just listen; and to learn, not just show up…after all, it’s all about the learning!

Elizabeth Hurd is a freelance coursewriter and curriculum developer. For information on your specific education and training needs, call 843-442-0441 or submit a contact form to be contacted directly.