An Investigation of Case-based Instructional Strategies on Learning, Retention, and Ethical Decision-making

Document Type

Article

Department or Administrative Unit

Management

Publication Date

10-1-2012

Abstract

Case-based instruction has been successfully employed by educators across various fields; however, little is known about how individuals work with cases during the learning process. We examined two well-established instructional strategies: elaboration and self-development of narratives. Participants were randomly assigned to (1) elaborate on a given case, (2) develop their own case, (3) elaborate on a self-developed case, or (4) a control condition. Findings indicated that those who elaborated on a given case and the control group outperformed the other treatment groups in terms of case-based knowledge acquisition, execution of sense-making processes, utilization of ethical decision-making (EDM) strategies, and performance on two EDM measures. Implications for use of instructional strategies in ethics training programs are discussed.

Comments

This article was originally published in Journal of Empirical Research on Human Research Ethics. The full-text article from the publisher can be found here.

Due to copyright restrictions, this article is not available for free download through ScholarWorks @ CWU.

Journal

Journal of Empirical Research on Human Research Ethics

Rights

Copyright © 2012, © SAGE Publications

Link to Full Text
Contact Author

Share

COinS