An online hybrid asynchronous–synchronous case method pedagogy for upper‑level post‑secondary research methods

TILT Program: Teaching and Learning Development Grant (TLDG)

Principal Investigator: Theodore D. Cosco, assistant professor, Department of Gerontology, Faculty of Arts and Social Sciences

Project team: Ryan Churchill, research assistant

Timeframe: May 2021 to May 2023

Funding: $5,000

Course addressed: GERO 301 – Research Methods in Gerontology

Final Report: View Theodore D. Cosco's final report (PDF)

Description: This project investigated the design and effectiveness of an online hybrid asynchronous–synchronous case‑method pedagogy for teaching research methods in an upper‑level gerontology course. Research methods courses often present challenges for students, particularly in applying abstract methodological concepts to real‑world contexts. The case‑method approach was adopted to support deeper learning by engaging students in realistic research scenarios drawn from gerontology, with the goal of strengthening conceptual understanding, skill development, and practical application.

The project idea came from the need to balance flexibility and engagement in online learning environments while maintaining high educational quality. Specifically, it explored how a hybrid approach of combining asynchronous learning materials with synchronous, interactive activities could leverage the strengths of both modes. Asynchronous components offered flexibility and time for reflection, while synchronous sessions supported real‑time interaction, discussion, and feedback.

Data were collected using a mixed‑methods design, including student surveys, formative and summative feedback, final project grades, and semi‑structured student interviews. Descriptive analyses were conducted on surveys and assessment outcomes, while thematic analysis was applied to interview data to identify patterns in student experiences and perceptions.

Findings indicated that the hybrid case‑method pedagogy was effective in supporting students’ acquisition and application of research methods knowledge and skills. Students valued the flexibility of asynchronous learning for managing competing commitments, while synchronous activities enhanced engagement, interaction, and accountability. Case‑based learning was reported to promote critical thinking, ethical awareness, research design skills, and the integration of knowledge across gerontology subfields. Students also highlighted reduced social anxiety in online discussions and increased comfort participating in case analyses.

 Questions Addressed:

• How can a case‑method approach be designed and delivered to support the attainment of research methods knowledge, skills, and application in gerontology?
• Which features of the case method are most and least effective in improving student learning?
• What are the affordances of a hybrid asynchronous–synchronous delivery model for case‑based pedagogy?
• Which technologies and media best support students’ engagement with case‑based research methods learning?

Knowledge Sharing: Project findings have been shared informally with colleagues through discussions and are intended for broader dissemination through peer‑reviewed publications and conference presentations. Future knowledge sharing will include outreach to instructors interested in adopting similar hybrid case‑method approaches in research methods and related courses.

Keywords: Asynchronous learning, synchronous learning, hybrid learning, blended learning, case method, research methods, gerontology education, active learning