Does Instructor's Use of Self-Authored Cases vs. Other Cases in Teaching Lead to More Effective Learning?: Instructor's Use of Self-Authored Cases vs. Other Cases

Does Instructor's Use of Self-Authored Cases vs. Other Cases in Teaching Lead to More Effective Learning?: Instructor's Use of Self-Authored Cases vs. Other Cases

Ardhendu Shekhar Singh (Symbiosis School of Banking and Finance, Symbiosis International (Deemed University), Pune, India), Sonal Shree (Symbiosis Institute of Business Management, Symbiosis International (Deemed University), Pune, India) and Sanjai K. Parahoo (Hamdan Bin Mohammed Smart University, Dubai, United Arab Emirates)
Copyright: © 2018 |Pages: 15
DOI: 10.4018/IJMSE.2018010104

Abstract

The investigation of relationship between teaching and research has flourished for several decades. Teachers' knowledge and their experiences in conducting research studies are collectively expected to enrich the learning process of students. Relevance and applicability of concepts has the potential to augment learners' interest in discussing and absorbing the ideas. Learning can be fulfilling in an environment where teachers propel curiosity amongst students and are in interactive mode through a two-way channel of discussion. It is in this light that this pilot study examines the case teaching method with respect to usage of self-authored cases by the instructor, and compares it with the resultant impact on teaching as well as students' learning when taught with cases authored by others. Participants of the study were students of MBA program in a private university of India. The responses revealed that the two types of teaching materials had impact on areas like clarity, communication, complexity, linking with other topic, preparedness, energy level, and comprehensiveness.
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1. Introduction

The positive effect of the integration of research undertaken by a teacher in his/her teaching in improving the learning experience of students was first observed by one of the authors during his doctoral program, wherein majority of his professors used to deliver their lectures by using the output of their own research work to illustrate concepts. Discussions during the classes were enriching for the reason that the teachers’ direct involvement in the topic under consideration enabled practical illustrations of the theoretical concepts to demonstrate their significance in real-life situations. Those using the output of their own research to supplement their teaching content were more confident as they had undertaken relevant research in the area and had personal experience which gave them insider information and a greater authority and command over the topic.

Later on, when the researcher (one of the authors) joined the teaching profession as a young academic, his limited portfolio of research seemed a hindrance in serving as a tool for enrichment of the subjects he could have otherwise taught with his own empirical research findings.

The rationale of this study hence came from two sides. First, from the personal experience of observing the effectiveness of research-led teaching due to which as he embarked on his career, he started writing and integrating the course relevant cases in his teaching. Secondly, this offered an opportunity to understand the impact of integration of research in enhancing teaching effectiveness better with respect to usage of self-authored cases. Scholars have increasingly focused on the integration of research and teaching and the resultant impact on the learning experience of the students (Jenkins & Healey, 2005).

In addition, there is also focus on integration of research done by teachers in their teaching and the enhanced impact on teaching due to the fact that as researchers, they will be much more aware about the conduct of the research and would be in a position to elaborate it whenever required (Vadukut, 2018).

Investigation of the relationship between research and teaching in higher education has flourished for several decades, and the most recent research phase has focused particularly on how the research-teaching nexus can enhance the quality and outcomes of the learning experience for both students and academics (Malcolm, 2014). The results, however, have been inconclusive as Breen and Lindsay (1999) proposed motivation as a significant differentiator of student perception, with intrinsically motivated students being more likely to view their teachers’ research positively. Case study is a powerful medium for active involvement of instructor as well as students. The use of case studies has been found to enhance the critical thinking and problem-solving skills of students, and their motivation to learn (Yadav, Shaver & Meckl, 2010). Further, it liberates students from the domination of right-answer syndrome and helps them to think about alternative ways to solve the problem under discussion, while making the content easier to remember, and the class more enjoyable for students, thereby increasing student attendance (Hoag, Lillie and Hoppe, 2005). It thus facilitates in elicitation of different issues, perceptions, and solutions without making any value judgment (McNergney, Ducharme &Ducharme, 1999). Students get to know multiple views and diverse interpretations, which help them in honing their problem solving skills (Greenhalgh, 2007). Consequently, case-based teaching has been used in business schools, to train students to work in complex and ill-structured domains and equip them for the real world of practice (Yadav, Shaver & Meckl, 2010). To analyze the case study, students use quantitative and qualitative evidence to defend their arguments which helps them in sharpening their analytical skills (Hammond, 1980).

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