Teaching with the Case Method to Build and Teach Management Theory in Offline and Online Courses

Research by: Sandeep Puri 

Executive Summary

This paper reviews relevant research on the effectiveness of the case method to build and teach management in offline and online environments. The case method is an evolving interactive educational approach using real-world cases to enhance critical thinking, analytical skills, and knowledge-application skills. It discusses the principles and implementation of the offline case method, including the learning and decision-making processes. It provides new knowledge on teaching cases online and outlines the pros and cons of teaching online case method. While online teaching facilitates higher engagement because of learning flexibility, interactive features, and accessibility, it is limited by technology-related challenges. Also, when preparing students for global careers, it fails to provide any opportunity for empirical research. This paper focuses on using case-based learning in business education, even though problem-based learning (PBL) and inquiry-based learning (IBL) are also being used. While PBL with the unstructured challenges that managers face, it overlooks two critical aspects of effective management practice: the real-world application of solutions and the direct engagement with the intricate details of the work environment (Perusso, & Rafael, 2022). The need for structured knowledge delivery, time constraints, assessment and grading complexities, making it challenging for instructors to adopt the inquiry-based approach in many management classrooms (Müller-Christ, 2019). However, these have yet to be widely adopted in business education and are outside the scope of this paper. The paper also discusses the impact of case-method teaching on student learning outcomes, such as equipping students with skills for real-world scenarios. It also compares case method teaching to other learning methodologies such as traditional, experiential, and flipped classroom teaching. The paper recommends constant feedback, updating materials, integrating multimedia elements, and collaboration between teachers, administrators, and course designers for successful online or offline case methods of teaching. This paper also explores the case method’s effectiveness in developing and teaching management theory in offline and online environments. With management education gradually becoming part of the digital ecosystem, a closer study of the benefits and challenges of applying the case method to the online format is necessary. This study describes (i) the case method and its teaching process, emphasizing teaching cases online. (ii) It weighs in on the pros and cons of online case method teaching and its (iii) impact on student learning outcomes in management education, including encouraging skills such as analytical thinking, problem-solving, and decision-making skills. (iv)  This paper also compares the case teaching method with other offline traditional methods to understand its effectiveness in virtual settings. Briefly, it discusses the various methods of teaching and how the difference in interaction dynamics on the digital medium affects the level of student discussion, participation, and learning experience.

To cite this article: Puri, S. (2025). Teaching with the case method to build and teach management theory in offline and online courses. Innovations in Education and Teaching International, ahead-of-print(ahead-of-print), 1–12. https://doi.org/10.1080/14703297.2025.2482074

To access this article: https://doi.org/10.1080/14703297.2025.2482074

About the Journal

Innovations in Education and Teaching International is the official journal of the Staff and Educational Development Association (SEDA) [www.seda.ac.uk]. The journal aligns with SEDA’s mission to advance innovation and best practices in higher education through staff and educational development, as well as subject-related pedagogical approaches.

Submissions are invited on all aspects of promoting and supporting educational change in higher and other post-secondary education. The journal particularly welcomes contributions grounded in research, scholarly inquiry, reflective practice, and evaluative analysis—beyond simple descriptions of teaching methods or interventions.

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