E Learning Case Study Presentation Rubric

References used in writing this page

Beaubien, J. and D. Baker. (2004). The use of simulation for training teamwork skills in health care: how low can you go? Quality and Safety in Health Care 13(s1), i51–i56.

Bloomfield L. and Magney, A. (2009). Does Facilitator Expertise Matter? A Perspective from Scenario-Based Learning Question. Focus on Health Professional Education: A multi-disciplinary Journal 10(3), 12.

Garratt, B. (1997) The power of action learning. In M. Pedler (ed.), Action learning in practice, Aldershot: Gower Publishing Limited, 15–30.

Hege, I., Ropp, V., Adler, M., Radon, K., Masch, G., Lyon, H. and Fischer, M.R. (2007) Experiences with different integration strategies of case-based e-learning. Medical Teacher 29(8), 791–797.

Serrat, O. (2008). Action learning, Asian Development Bank, Philippines (viewed 15 November  2011).

Tunny, T, Papinczak, T. and Young, L. (2010). Student perceptions of PBL tutor performance: A longitudinal cohort study, Focus on Health Professional Education: A multi-disciplinary journal 11(3), 74–84.

Other reading

Booth, J. and Barry, B. (2011). Simulated Learning Environments. Exercise Physiology Curriculum Report, 22 July, Adelaide: Health Workforce Australia.

Davis, C. and Wilcock, E. (2003). Teaching Materials Using Case Studies. UK Centre for Materials Education, accessed Jan 2012.

Van Dijken, P.C., Thévoz, S., Jucker-Kupper, P., Feihl, F., Bonvin, R. and Waeber, B. (2008). Evaluation of an online, case-based interactive approach to teaching pathophysiology. Medical Teacher 30(5), e131–136.  This simple problem-based approach to teaching and learning can be implemented to cover all fields of medicine.

Esteban, A. A. and Pérez Cañado, M. L. (2004). Making the case method work in teaching Business English: a case study. English for Specific Purposes 23(2), 137–161.

Hudson, J. and Buckley, P. (2004). An evaluation of case-based teaching: evidence for continuing benefit and realization of aims. Advanced Physiological Education 28, 15–22.

Kim, S., Phillips, W. R., Pinsky, L., Brock, D., Phillips, K. and Keary, J. (2006). A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines. Medical Education 40, 867–876.

Stjernquist, M and  Crang Svalenius, E. (2007). Applying the Case Method for Teaching within the Health Professions—Teaching the Students. Education for Health 20(1).

Walker, C. (2009). Teaching Policy Theory and its Application to Practice Using Long Structured Case Studies: An Approach that Deeply Engages Undergraduate Students, International Journal of Teaching and Learning in Higher Education 20(2), 214–225.

Wood, D. F. (2003). Problem based learning. British Medical Journal, 326(7384), 328–330.

Rubrics in Online Learning


Rubrics are a powerful feedback and communication tool in the online classroom. Rubrics, which are made up of a set of descriptive assessment criteria and performance levels, clearly outline the essential components of an assignment and show students how they are being assessed. Instructors can use well designed rubrics as a tool to identify weak points in their instruction, and in the online classroom, rubrics provide a means for consistent, fast grading and feedback.

Best Practices and Instructional Resources

This short guide will outline the best practices associated with online rubrics. For additional resources, see the Research and Further Reading list below and visit our toolbox. For instructional design consultation and recommendations on how to implement rubrics in your online course using Canvas, please attend our UFIT workshop: Rubrics in e-Learning

  • Remember that language is very important; use constructive, objective and specific language when establishing and differentiating performance level criteria, and avoid imprecise or negative language.
    • For example, excellent, good, acceptable, and needs improvement make use of constructive and positive language.
  • Pick only the most important 5-8 components of the assignment that you wish to provide feedback on.
  • Use performance levels to document accomplishment and coach for improvement, not to focus on errors.
  • Provide rubric ahead of time for students to self-evaluate.

Sample Rubrics

Research and Further Reading


  • Griffin, M. (2009). What is a rubric? Assessment update: Progress, Trends and Practices in Higher Education, 21(6), Association of American Colleges and Universities, p. 4.
  • Roblyer, M. D., & Wiencke, W. R. (2003). Design and use of a rubric to assess and encourage interactive qualities in distance courses. American Journal of Distance Education, 17(2), 77-98. doi:10.1207/S15389286AJDE1702_2
  • Stevens, D. D., & Levi, A. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Sterling, Va: Stylus Pub.

Online Resources



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