Abstract:

This paper presents an experience report on the use of the Case Method as a teaching and assessment strategy in the Active Methodologies course of the Educational Multimedia Technical Program, delivered in a distance learning modality by the Federal Institute of Espírito Santo (Ifes). The central problem addressed concerns the challenge of fostering active learning, theory–practice integration, and student agency within Distance Technical and Vocational Education and Training (TVET), where engagement and participation require intentional pedagogical design and effective digital mediation.

The study aimed to examine how a teaching case, designed as an evaluative activity, contributes to the development of analytical skills, problem solving, decision-making, and critical reflection while integrating conceptual, methodological, and technological knowledge. The activity was implemented across eight cohorts between 2020 and 2025, involving 56 students, using a descriptive, qualitative, and document-based research approach.

The case simulated an authentic professional scenario in which students assumed the role of an Educational Multimedia Technician and were required to complete five tasks involving Digital Information and Communication Technologies (DICTs) to plan, facilitate, and disseminate a Geography lesson based on the Peer Instruction methodology. Structured into three stages—pre-class, class, and post-class—the activity sought to approximate real work conditions and promote an integrated understanding of pedagogical planning, digital tool selection, and instructional decision-making.

Results indicate that the Case Method significantly enhanced engagement, participation, and meaningful learning in the distance TVET context. Students expanded their repertoire of DICTs, demonstrated a deeper understanding of the active methodology applied, and strengthened their knowledge of the geopolitical themes contextualizing the case. An emergent outcome was the development of reflections on the professional identity and responsibilities of the Educational Multimedia Technician, highlighting the method’s potential not only to support methodological learning but also to deepen students’ understanding of their future professional role.

Challenges were identified regarding the clarity of some instructions and the availability of free and accessible digital tools. Nonetheless, findings demonstrate that the Case Method is a powerful and replicable instructional strategy for distance TVET, capable of fostering autonomy, critical thinking, and professional competence development even when implemented as a single pedagogical intervention.

Keywords:

Distance TVET, Case Method, Active Learning, Vocational and Technical Education.