Types of case studies

Bogdan and Biklen (1982) classify the form of case studies as historical- organizational, observational, and life history. Stenhouse (1985) categorizes them as historical and ethnographical, stating that history is the work of the insider, and ethnography of the outsider. A more recent classification is provided by Yin (2003, 2005), who utilizes different terms to describe a variety of case studies, categorizing them as explanatory, exploratory, or descriptive. This categorization further differentiates between single, holistic and multiple-case studies. The classification is further clarified and prescriptively summarized below:

Explanatory: This type of case study seeks to answer a question, which explains presumed causal links in real-life interventions that are too complex for survey or experimental strategies.

Exploratory: This type of case study explores those situations in which the intervention to be evaluated has no clear, single set of outcomes.

Descriptive: This type of case study describes an intervention or phenomenon and the real-life context in which it occurred.

Multiple-case studies: A multiple case study explores the differences within and between cases. The goal is to replicate the findings across cases. Since comparisons are to be drawn, it is important that cases are selected carefully so that the researcher can predict similar results across cases, or predict contrasting results based on a theory.

Page 98 According to Stake (1995, p. 3-4), case studies fall into three categories: intrinsic, instrumental and collective.

Intrinsic: This approach focuses upon the intent to better understand a case. It is used when researchers have a genuine interest in the case, not because the case represents other cases or because it illustrates a particular phenomenon, but because in all its particularity and ordinariness, the case itself is of interest.

Instrumental: This approach provides an insight into an issue or helps to refine a theory. It is used to achieve something other than understanding a particular situation. If a case is of secondary interest, it plays a supportive role, facilitating better understanding of something else. Here, the case is often looked at in depth, contexts scrutinized, ordinary activities detailed, and external objectives pursued (Nova, 2014). The case may or may not be seen as typical of other cases.

Collective: This approach applies to case studies, which are similar in nature and description to multiple case studies (Yin, 2003). It is used when multiple cases are studied to form a collective understanding of a particular phenomenon.

4.2.3 Boundary

This review of case study is also focused on its boundaries. Baxter and Jack (2008) stressed the importance of the establishment of boundaries in a qualitative case study design. According to them, “these boundaries indicated the complexity and depth of the study and not simply the sample” (p. 547). After a researcher decided what the case was, what the case was not should be determined (p. 547). Providing a boundary for the case ensures that the study remains in scope. Simons (2009) agrees that determining boundaries helps to think through what a researcher thinks the study represents (p. 29). A cautious approach is recommended for the researcher so as to be aware of shifting boundaries in the course of conducting the study and engaging in analysis. In

Page 99 order to set boundaries for any given case, certain parameters are recommended: (a) by time and place, further explained in Creswell (2003); (b) by time and activity, in Stake (1995); and (c) by definition and context as in Miles & Huberman (1994). Further analysis of these phenomena extends beyond the boundaries of this chapter.

With specific application to the field of educational research, the most comprehensive and conclusive definition of the concept of case study is offered by Bassey (2007). This definition is different from others in the sense that it focuses exclusively on educational case study as an empirical enquiry that is conducted within a localized boundary of space and time, analyzing interesting aspects of an educational activity, program, institution, or system mainly in its natural context. It is ethically respectful of persons in order to inform the judgments and decisions of policy makers, theoreticians and practitioners. The researcher is immersed in sufficient data to discover important features of the case, to postulate plausible interpretations of what is found, to test for the accuracy of interpretations, to construct a worthwhile hypothesis, to correlate the case to any relevant research in the literature, to convey results convincingly to an audience, to provide an audit trail by which other researchers may validate or challenge the findings, or construct alternative argument (p. 143).

Since the current research is committed toward exploring the perceptions of SQU students and teachers towards online learning, it is based on Bassey's (2007) definition above. Applying this model, the current case study focuses upon the: "learners‟ and teachers‟ evaluation of the online distance learning in SQU". The empirical enquiry regards: "implementation of an online course in order to elicit learners' evaluation on the design of the course and the experience of online learning in general". The localized boundary of space is what this study scans "one university (SQU), narrowing down the scan to one group of faculty (FP) and to one online course (Online Basic Computing Skills)". The time boundary for this empirical study took place during two semesters: Spring and Fall, 2013. The

Page 100 interesting aspects of an educational activity are focused upon the "online learning environments" in its natural context "during the normal study time with actual students and faculty". Operating within an ethic of respect for persons who are working to these ends an "ethical review was conducted, permissions from officials and contents from participants were granted". Sufficient data were collected for the researcher to be able to explore significant features of the case, to create plausible interpretations of what is found, "the study intends to explore participants' views and attitudes towards online learning in the FP in order to assist decision-makers in drafting plans and actions regarding the enhancement of online education in SQU".

Since the current research study employs a case study in the field of educational technology, two key questions arise: when a case study approach should be used and whether or not a case study would be an appropriate method to use in the field of educational technology and e-learning. These questions were best addressed and answered, by referring to Yin (2003) and Benbasat, et al (1987). Firstly, according to Yin (2003, p. 82), a case study design should be considered when: (a) the focus of the study is to answer “how” and “why” questions; (b) the behavior of those involved in the study cannot be manipulated; (c) contextual conditions are to be covered which are believed to be relevant to the phenomenon under study; or (d) boundaries between the phenomenon and context are not clear.

Secondly, the initial intention was to implement case study in the field of e- learning and educational technology (IT). In this regard, the researcher is in agreement with Gable (1994) and Benbasat, et al (1987, p. 370) identifying three strengths of case study research in the field of information systems: (1) the researcher can study information systems in a natural setting, learn about the state of the art, and generate theories from practice; (2) the method allows the researcher to understand the nature and complexity of the process taking place; and (3) valuable insights can be gained into new topics emerging in the rapidly changing information systems field.

Page 101 Yin (1984) also supports this opinion, pointing out that case studies are appropriate where the objective is to study contemporary events and not necessary to control behavioral events or variables. This point correlates with my goal to implement case study as a method in the field of educational technology and e-learning as these are rapidly developing fields.

It could be argued based on the above discussion that a case study, particularly the instrumental approach (Stake, 2005) and exploratory method (Yin, 2004), is the right choice for a researcher who wants to conduct a profound study aiming to investigate participants' views and levels of satisfaction toward online learning. This method helps to discover the types of decisions made by SQU administration and faculty regarding the implementation of online learning. Understanding the factors that influence decisions and attitudes of practice would be of invaluable assistance to revise and develop institutional strategic plans relevant to the integration of online distance education at SQU.