Moving Forward With Research on Case-Based Learning: A Commentary on “How to Improve Written Case Analysis and Reduce Grading Time: The One-Page, Two-Case Method”

Bacon, Donald R.

doi:10.1177/0273475319875281

Cited by 7 publications

(5 citation statements)

References 20 publications

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“…Comparisons of various approaches with case teaching appear to depend heavily on the targeted learning outcomes, but there is so little research on so many possible learning outcomes that a clear pattern has yet to emerge. Given the popularity of case teaching, more rigorous research is needed in the area of case-based learning, including the identification and improved measurement of possible outcomes such as business problem-solving skills, analogical reasoning, socialization to the business world, or social and communication skills (Bacon, 2019). At present, we provide no recommendations regarding case teaching.…”

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: 99%

“…Calls were made at that time for more rigorous experimental designs (e.g., Stone, 1982). While the quality of articles in MME has improved, calls for additional methodological rigor continue to be made (e.g., Arbaugh & Hwang, 2013;Bacon, 2016Bacon, , 2019Köhler et al, 2017).…”

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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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“…Gavin (2003) assumes that discussing cases helps students develop persuasive skills for diverse groups, in meetings and other public forums. However, Bacon (2019) does not take for granted this assumption. Besides the lack of agreement, we believe instructors must encourage participation and interaction amongst students.…”

Section: Methodsmentioning

confidence: 99%

“…Nonetheless, none of them focusses on teaching with cases online. Bacon (2019) states that there is little rigorous research on how best to teach with cases, so he urges researchers to conduct additional research in the case method.…”

Section: Literature Reviewmentioning

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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“…The use of case studies is also intended to impart an applied understanding of academic theories and models and to supplement conventional lectures [7]. However, there is little empirical evidence of the pedagogic aspect of their usage [8,9] (p. 34), and only quite old and rudimentary evidence of how using case studies influences the learning process, or the conditions under which their advantages can be exploited [10] (p. 407). The literature, meanwhile, consistently emphasises the authentic real-life orientation of case studies as a mark of their quality, similarly downplaying pedagogic aspects and findings from research into teaching and learning [1,[10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Do Cases Always Deliver What They Promise? A Quality Analysis of Business Cases in Higher Education

Hofmeister,

Pilz

2023

Education Sciences

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Although the usage of case studies is very common in teaching worldwide, there has been inadequate discussion concerning the quality with respect to teaching and learning. The focus of this article is to assess the pedagogic aspect of business case studies in academic teaching. On the basis of a specific tool to detect the pedagogical quality of business cases and related teaching notes, a total of nine award-winning case studies delivered by a well-known publishing house were analysed. The findings indicate that the pedagogical quality varies from case to case. There are deficits concerning the focus on problem orientation and the complexity of the cases. Further weaknesses have been identified in some case studies regarding the learner’s autonomy and prior knowledge, while with respect to real-life orientation, most case studies have a high level of accordance with a pedagogic optimum.

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Moving Forward With Research on Case-Based Learning: A Commentary on “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

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

Do Cases Always Deliver What They Promise? A Quality Analysis of Business Cases in Higher Education

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