How to Improve Written Case Analysis and Reduce Grading Time: The One-Page, Two-Case Method

Passyn, Kirsten; Billups, M. J.

doi:10.1177/0273475319826621

Cited by 7 publications

(7 citation statements)

References 20 publications

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“…The results are more productive in studies comparing the effectiveness of different forms of case-based learning. Passyn and Billups (2019) found that requiring a one-page case write-up led to better case analyses than a longer writeup (Experiment 1, d = .70) perhaps because the page limit required more editing and therefore greater engagement. Providing clear instructions for case write-ups improved performance (d = .41), but oral practice with a case provided little incremental learning (d = .03).…”

Section: Teacher Choices and Specific Learning Activitiesmentioning

confidence: 94%

“…Passyn and Billups (2019) found that students learned a case writing task better when they participated in an in-class group learning session than when learning alone (Experiment 2, d = .37). Reflecting on these findings, longer group projects that invite specialization of labor and partitioned engagement may undermine learning (Bacon, 2005), while shorter in-class group activities with little specialization of labor and little opportunity for group dysfunction may be beneficial (Passyn & Billups, 2019). However, more research is needed to clarify these mechanisms and effects.…”

Section: Teacher Choices and Specific Learning Activitiesmentioning

confidence: 99%

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What Works Best: A Systematic Review of Actual Learning in Marketing and Management Education Research

Bacon

Stewart

2021

Journal of Marketing Education

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After decades of research in marketing and management education, what do we now know about what educational practices work best for improving actual learning? We answer this question with a qualitative systematic literature review of every contribution published in five marketing and management education journals from inception through May 2020 that provides recommendations for evidence-based best pedagogical practice. Contributions were screened to identify empirical studies that employed measures of actual learning in an appropriate experimental design and reported analyses that met certain statistical standards. Of the 4,160 articles examined, 55 studies met our criteria. Based on the studies’ results, we developed a model for understanding the teaching methods that are most effective for achieving actual learning in marketing and management education. We provide evidence-based pedagogical recommendations for faculty and recommendations for additional research in key areas and for increasing the rigor of pedagogical research.

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Section: Teacher Choices and Specific Learning Activitiesmentioning

confidence: 94%

Section: Teacher Choices and Specific Learning Activitiesmentioning

confidence: 99%

What Works Best: A Systematic Review of Actual Learning in Marketing and Management Education Research

Bacon

Stewart

2021

Journal of Marketing Education

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“…Having students provide written feedback in addition to a quantitative evaluation enhances the learning experience for the assignment submitters as well as the peer graders (Luaces, Díez, & Bahamonde, 2018). Shorter written assignments, particularly involving case analyses also reduce grading time and increase student performance on the assignment (Passyn & Billups, 2019).…”

Section: Peer Assessmentmentioning

confidence: 99%

Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

Schee

Birrittella

2021

Marketing Education Review

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The rate of transition to online instruction in higher education was accelerated by the new reality of the global pandemic, COVID-19. As a result, faculty must adapt by being more efficient to manage more students with less resources and even less personal contact for the foreseeable future. Efficiency can be gained by using group assignments and peer group grading. Peer group grading reduces assessment time although students may be concerned about having their work graded fairly by other students. The peer group grading process and grades are analyzed against the instructor grades over a two-year period. Results demonstrate no significant difference in peer group grades and instructor grades for pre-COVID-19 hybrid and post-COVID-19 online courses. Student survey results also show that students perceive peer group grading as fair in both course formats. Therefore, instructors can feel confident about using peer group grading as a fair and time saving assessment tool.

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“…Passyn and Billups (2019) recognise the value of written case analyses on ensuring that each student has prepared the case and decided on a single course of action. In our experience, asking for previous open and closed written questions in the learning management system (LMS), ensures students’ readiness for the discussion.…”

Section: Methodsmentioning

confidence: 99%

Teaching with the case method: opportunities and problems since the COVID-19 pivot to online

García

Cabañas

2021

ARJ

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Purpose This paper aims to detect the opportunities and problems when teaching with cases since the COVID-19 pivot to online. Design/methodology/approach From a qualitative phenomenological approach, both authors reflect on the pivot to online case method teaching in their master’s level courses in Colombia and the Dominican Republic. Findings The reflection allowed the authors to validate that the questions before and during the debate and the voting are resources equally valuable for discussing cases in the traditional classroom and online. However, the authors observe a pivot to teaching with cases online from the COVID-19 pandemic in aspects such as teamwork requiring more time in online class due to internet problems or students’ slowing down. The instructor’s viewing of teamwork is intermittent and causes feeling out of control. Working with cameras on or off generates different results in the students, in the teaching-learning process and in the results, which require the instructor’s good judgement decisions. The online discussion planning and organisation demand flexibility and empathy by the instructor, to promote a more significant student-student interaction, which, in the experience, is limited in the virtual environment. Finally, working with cases online generates and requires additional skills in the instructors to those of the traditional classroom. Originality/value The study’s originality consists of identifying the main divergences between face-to-face and online teaching with the case method, from the COVID-19 pivot to online. The study’s value is to warn instructors of problems that may arise in online teaching with the case method, for which recommendations are made.

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How to Improve Written Case Analysis and Reduce Grading Time: The One-Page, Two-Case Method

Cited by 7 publications

References 20 publications

What Works Best: A Systematic Review of Actual Learning in Marketing and Management Education Research

What Works Best: A Systematic Review of Actual Learning in Marketing and Management Education Research

Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

Teaching with the case method: opportunities and problems since the COVID-19 pivot to online

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