Examining the Effects of Incremental Case Presentation and Forecasting Outcomes on Case-Based Ethics Instruction

Alexandra E. MacDougall, University of Oklahoma
Lauren N. Harkrider
Zhanna Bagdasarov, University of Oklahoma
James F. Johnson, University of Oklahoma
Chase E. Thiel, Central Washington University
Juandre Peacock, University of Oklahoma
Michael D. Mumford, University of Oklahoma
Lynn D. Devenport, University of Oklahoma
Shane Connelly, University of Oklahoma

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


Case-based reasoning has long been used to facilitate instructional effectiveness. Although much remains to be known concerning the most beneficial way to present case material, recent literature suggests that simplifying case material is favorable. Accordingly, the current study manipulated two instructional techniques, incremental case presentation and forecasting outcomes, in a training environment in an attempt to better understand the utility of simplified versus complicated case presentation for learning. Findings suggest that pairing these two cognitively demanding techniques reduces satisfaction and detracts from the effectiveness of the learning approach. Implications regarding the use of instructional techniques in training programs are discussed.