A systemic framework for case‐based classroom experiential learning

This paper presents the two general types of cases designed for use in the classroom. It discusses how each type implies a particular instructional approach, and outlines the learning consequences of each approach. In doing so, it shows how each instructional approach on its own proves to be educationally deficient. The paper then draws from a systems thinking epistemology to argue that when the two instructional approaches are combined, emergent educational benefits arise. A critical appreciation of Kolb's learning cycle is simultaneously offered. The paper then offers a systemic framework for case‐based classroom experiential learning. The paper concludes with a critical review of this framework which can serve to guide instructors.