Feature film as a resource in teaching I-O psychology

Casper, Wendy J.; Champoux, Joseph E.; Watt, John; Bachiochi, Peter D.; Schleicher, Deidra J.; Bordeaux, Christopher

doi:10.1037/e578792011-009

Cited by 9 publications

(12 citation statements)

References 4 publications

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“…This is consistent with previous research that highlights some pedagogic benefits of films as including their role in provoking reflective processes in the students and students' ability to recall information (e.g. Blasco et al, 2006;Casper et al, 2003;Lesser & Pearl, 2008). From a critical pedagogic point of view, the approach is also believed to encourage students' moral reflective thinking (cf.…”

Section: The Stimulus: the Films Used In Our Studysupporting

confidence: 91%

“…Previous research widely recognises the pedagogic benefits of films in various subjects such as industrial and organisational psychology (Casper et al, 2003) and strategic management (Ambrosini et al, 2009). These studies mostly focus on "enhancing the accessibility of material to students, enhancing student satisfaction and interest, and tapping into students' analytic and application skills" (e.g.…”

mentioning

confidence: 99%

“…Films are thought to be valuable in provoking reflective processes and attitudes in learners (Blasco et al, 2006). Furthermore, learners' ability to retain and recall information as well as overall satisfaction with the learning experience was significantly higher where film was an integral part of the learning and teaching activities (Casper et al, 2003;Lesser & Pearl, 2008).…”

mentioning

confidence: 99%

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Films and Critical Pedagogy in Management Education: A Tourism Studies Context

Ayikoru

Park

2019

AMLE

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This article examines and critically assesses the role of films in the practice of critical pedagogy in undergraduate management education, using tourism studies as a context. Utilising online focus groups, it aims to gain an in-depth knowledge and understanding of the role of films as an effective pedagogical medium in enhancing experiential approaches to learning. It argues that films play an important role in facilitating critical analyses of the studied phenomenon, illustrating and problematising abstract concepts and ideas, as well as in facilitating students' ability to discern multiple and alternative discourses about management. The findings highlight the role of films in context-specific critical engagement with the studied content and in stimulating emotionality in learning development, thereby enhancing deep approaches to learning. Emotional responses, even negative ones, prove to be critical in engaging with intellectual and critical reflection after watching films. The findings yield new and empirical insights into the pedagogic use of films in management education, thereby contributing to some of the goals of critical management studies.

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Section: The Stimulus: the Films Used In Our Studysupporting

confidence: 91%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Films and Critical Pedagogy in Management Education: A Tourism Studies Context

Ayikoru

Park

2019

AMLE

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“…There is an extensive literature that shows that English subtitled movies ease spoken English and vocabulary development of learners. From the psychologist point of view, using of cultural teaching materials such as films is very critical in provoking reflective learning and positive attitude in the learner (Blasco, 2011).This assertion is supported by (Casper, W. J., Watt, J. D., Schleicher, D. J., Champoux, J. E., Bachiochi, P. D., & Bordeaux, 2003).They claimed that films has the capacity to aid learner's ability to recall and retain information during and after English class. Recent studies published by Rokni & Azam (2014) reveals how students' spoken English improve considerably after watching 45 minutes of eight season of English subtitled movies.…”

Section: Introductionmentioning

confidence: 64%

The Relationship between Students' English Listening Proficiency and Interest in English Movie: A Link to Determine the Significance of English Movie as a Teaching Material in English Language Classroom.

Lasekan¹

2016

ijlet

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English movie has been proven to be an effective tool to improve English language learning process in classroom. However, very little empirical research has been carried out to determine students' interest in this teaching material, especially in the view of the fact that high level of interest in a teaching and learning material aids motivation which is very essential for language learning. Two groups of students were selected for this study. The first group is a Masters of Art degree student in English who have studied in English medium schools since the beginning of their formal education while the second group has studied in Kannada medium school and they are currently learning spoken English in an English training institute. A survey was administered, this is followed by giving standardize English listening test which is a parameter to measure learners' ability to comprehend English movie. Result presented in this paper shows that Indian English learners and speakers are more interested in local movie than in English movie irrespective of their level of English listening proficiency. This suggests that students' lack of interest in English movie is an indication that English films might not be an effective tool for learning English.

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“…Films can also provide cultural lenses through which to view characters. These lenses can offer a visual means of portraying abstract theories and concepts (Casper et al, 2003) and can help students remember course content (Higgins & Dermer, 2001). Films can be a means to strengthen students' critical thinking and analytical skills because they challenge students to integrate the concepts and theories into the lives of the films' characters.…”

Section: Using Film In Teaching Family Sciencementioning

confidence: 99%