Saved in:
| Main Authors: | , |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2013
|
| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1003059 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of Contents:
- The Effects of Successful versus Failure-Based Cases on Argumentation while Solving Decision-Making Problems Tawfik, Andrew Jonassen, David Undergraduate Students Data Analysis Persuasive Discourse Instructional Design Case Method (Teaching Technique) Decision Making Failure Business Administration Education Personnel Selection Problem Solving Logical Thinking Success Solving complex, ill-structured problems may be effectively supported by case-based reasoning through case libraries that provide just-in-time domain-specific principles in the form of stories. The cases not only articulate previous experiences of practitioners, but also serve as problem-solving narratives from which learners can acquire meaning. The current study investigated the effects of different case-types (success, failures) on analogical transfer to similar problems. In the first week, undergraduate sales management students (N = 36) were assigned to different case library treatments (success, failure) and asked to construct a multifaceted argument (initial argument, counterargument, rebuttal) to resolve an ill-structured, decision-making hiring problem. In the following week, students constructed an argument to solve a novel case without the support of the case library. Data analysis revealed the failure-based case library condition produced significantly higher scores on measurements of counterarguments and holistic argumentation scores on both tasks. A discussion of the implications for pedagogy and instructional design are also presented.