Refreshment by the case: Use of multimedia in case study assessment

Jones, Ollie; Kerr, Marie R.

doi:10.1016/j.ijme.2012.07.002

Cited by 4 publications

(4 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Ideally, blended learning should comprise symbiotic interaction between instructor and learners and, indeed, the blended learning environment provides numerous opportunities for ongoing dialogic exchange between parties, potentially improving pedagogical outcomes. Various studies explore adoption of learning technology in terms of student outcomes (Alavi, Marakas, & Yoo, 2002;Chen & Jones, 2007;Clouse & Evans, 2003;Ice, Curtis, Phillips, & Wells, 2007;Jones & Kerr, 2012;Klein et al, 2006;Navarro & Shoemaker, 2000;Vician & Brown, 2001). For Bentley et al (2012) in technology-mediated environments, instructor style and teaching style are key drivers of student participation and engagement, thus for blended learning to be positive for both parties, faculty must actively opt in.…”

Section: The Instructor Role In Blended Learningmentioning

confidence: 99%

“…In this paper we argue that the literature on blended learning often focuses on fragmented applications of technology in classroom (e.g. (Jones & Kerr, 2012)) and the pedagogical value of blended learning may be lost owing to the enthusiasm about technology, and mistaking the novelty of technology for its pedagogical value. Studies on blended learning provide examples of blended learning evaluations and how it stands up to scrutiny of its efficiency.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Instructor Approaches to Blended Learning: A Tale of Two Business Schools

Benson

Kolsaker

2015

The International Journal of Management Education

View full text Add to dashboard Cite

The body of academic research on technology-supported learning is growing rapidly, with much of the focus upon student learning effectiveness. This paper addresses the gap in educational technology literature on the examination of instructor characteristics. We shift the focus from student outcomes to instructor input, pedagogy and their strategy of technology selection. In particular, we explore instructors' approaches to blended learning, pedagogical aims and instructional design. Our study of management academics at two UK business schools reveals that blended learning adoption varies greatly. Based on forty semi-structured interviews with management academics, we find that this adoption depends on personal predispositions of academics towards educational technology. Personal understanding and interpretations of the blended learning phenomenon cluster into four distinct groups: traditionalist, pedagogy-centric, techno-centric and cautious, and instructional design and delivery preferences vary widely between groups. The findings of this study demonstrate that there is a wide variation in instructor approaches to blended management learning and that manifests itself markedly in the pedagogical strategies and instructional design and delivery of management education.

show abstract

Section: The Instructor Role In Blended Learningmentioning

confidence: 99%

mentioning

confidence: 99%

Instructor Approaches to Blended Learning: A Tale of Two Business Schools

Benson

Kolsaker

2015

The International Journal of Management Education

View full text Add to dashboard Cite

show abstract

“…Consequently, students might change their approach to learning based on the learning environment and interaction in classrooms (Gijbels et al, 2008). Jones and Kerr (2012) also demonstrated that the case study method is proven for improving learning engagement and the learning…”

Section: Introductionmentioning

confidence: 99%

Examining the mediating role of learning engagement, learning process and learning experience on the learning outcomes through localized real case studies

Nkhoma

Sriratanaviriyakul

Cong

et al. 2014

Education + Training

View full text Add to dashboard Cite

Purpose -The purpose of this paper is to understand the impact of real, localized case studies on students' learning engagement, the learning process and learning experience and the role of such case studies in influencing students' learning outcomes. Design/methodology/approach -Data were collected from 400 undergraduate students through an online questionnaire immediately after discussion of the case in Business Information Systems classes. Student learning from the case study was measured by two components consisting of case knowledge and case perceptions. The student course engagement questionnaire was used to examine engagement in skills, emotions, participation and performance while the study process questionnaire was administered to assess students' learning approaches. Additionally, the seven predominant roles of the feedback were used to analyse students' learning experience. Finally, students' learning outcomes were assessed both in group performance and individual performance. Structure equation modelling was applied to test the causal model. Findings -The results revealed that the case study had a positive influence on students' engagement in skills and emotions. Moreover, case perceptions led students to surface approach in their learning. Furthermore, case knowledge had a positive impact on the learning experience.Research limitations/implications -The study suggests that localized case studies should be designed cautiously. Furthermore the method of instruction regarding the method must be clearly explained for undergraduate students. Future research should consider a way of evaluating academic achievement as a result of using localized cases. Originality/value -The findings reported in the paper contributed to an area of educational research by emphasizing on the mediating role of learning engagement, the learning process and the learning experience.

show abstract

“…,Neely and Tucker 2012;Voss 2015), case studies(Evans 2016;Jones and Kerr 2012, McGreevy, Heagney andGallagher 2019;Mihret et al 2017) and scenarios(James and Casidy 2018). Technologies frequently support such approaches as they allow the world of business and management to be imported into the classroom.Authenticity is also a key tenet of assessment for learning.…”

mentioning

confidence: 99%

Addressing the challenges of assessment and feedback in business schools: developing assessment practices which support learning

Reimann¹,

Sambell²,

Sadler³

et al. 2021

Handbook of Teaching and Learning at Business Schools

View full text Add to dashboard Cite

The chapter outlines the paradigm shift that has characterised debates around assessment and feedback in higher education, triggered in particular by high levels of student dissatisfaction.It then presents contemporary models of assessment and discusses the conditions under which assessment supports learning. It is argued that the notion of 'Assessment for Learning' offers a way of articulating as well as progressing some of the key contemporary concerns and practices of business educators. While these conditions can already be observed in Business Schools, most notably in a keen interest in authenticity, suggestions are made for how they can be built on further to advance innovation in assessment and feedback practices in business and management contexts. The chapter concludes with vignettes which show real examples of ways in which these conditions have been put into practice.

show abstract

Refreshment by the case: Use of multimedia in case study assessment

Cited by 4 publications

References 36 publications

Instructor Approaches to Blended Learning: A Tale of Two Business Schools

Instructor Approaches to Blended Learning: A Tale of Two Business Schools

Examining the mediating role of learning engagement, learning process and learning experience on the learning outcomes through localized real case studies

Addressing the challenges of assessment and feedback in business schools: developing assessment practices which support learning

Contact Info

Product

Resources

About