Examining the Effects of Incremental Case Presentation and Forecasting Outcomes on Case-Based Ethics Instruction
Document Type
Article
Department or Administrative Unit
Management
Publication Date
1-2014
Abstract
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.
Recommended Citation
MacDougall, A. E., Harkrider, L. N., Bagdasarov, Z., Johnson, J. F., Thiel, C. E., Peacock, J., Mumford, M. D., Devenport, L. D., & Connelly, S. (2014). Examining the Effects of Incremental Case Presentation and Forecasting Outcomes on Case-Based Ethics Instruction. Ethics & Behavior, 24(2), 126–150. https://doi.org/10.1080/10508422.2013.824819
Journal
Ethics & Behavior
Rights
Copyright © 2014 Taylor & Francis Group, LLC
Comments
This article was originally published in Ethics & Behavior. The full-text article from the publisher can be found here.
Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.