Abstract
Two approaches to the process of guided discovery learning are compared for their impacts on concept understanding. One, referred to as design, emphasizes invention and draws on the simulation literature. The other, referred to as case analysis, focuses on discovery and draws on the case-based reasoning literature. Following a lecture on four cognitive-bias concepts, management students were assigned randomly to a design, case analysis, or lecture-only condition: A first experiment compared a design with a lecture-only condition and a second experiment compared case analysis with a lecture-only condition. Both design and case analysis students understood the concepts better than lecture-only students. Designers in the first experiment retained their understanding of the concepts better than the case analysts in the second experiment. The impacts on learning for design were similar to those obtained in earlier research where design was compared with role-playing and a classroom lecture. Implications of the findings for theory development and practice are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 347-374 |
| Number of pages | 28 |
| Journal | Journal of Management Education |
| Volume | 42 |
| Issue number | 3 |
| DOIs | |
| State | Published - Jun 1 2018 |
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All Science Journal Classification (ASJC) codes
- Education
- Business, Management and Accounting(all)
Cite this
Discovery Learning in Management Education : Design and Case Analysis. / Druckman, Daniel; Ebner, Noam.
In: Journal of Management Education, Vol. 42, No. 3, 01.06.2018, p. 347-374.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Discovery Learning in Management Education
T2 - Design and Case Analysis
AU - Druckman, Daniel
AU - Ebner, Noam
PY - 2018/6/1
Y1 - 2018/6/1
N2 - Two approaches to the process of guided discovery learning are compared for their impacts on concept understanding. One, referred to as design, emphasizes invention and draws on the simulation literature. The other, referred to as case analysis, focuses on discovery and draws on the case-based reasoning literature. Following a lecture on four cognitive-bias concepts, management students were assigned randomly to a design, case analysis, or lecture-only condition: A first experiment compared a design with a lecture-only condition and a second experiment compared case analysis with a lecture-only condition. Both design and case analysis students understood the concepts better than lecture-only students. Designers in the first experiment retained their understanding of the concepts better than the case analysts in the second experiment. The impacts on learning for design were similar to those obtained in earlier research where design was compared with role-playing and a classroom lecture. Implications of the findings for theory development and practice are discussed.
AB - Two approaches to the process of guided discovery learning are compared for their impacts on concept understanding. One, referred to as design, emphasizes invention and draws on the simulation literature. The other, referred to as case analysis, focuses on discovery and draws on the case-based reasoning literature. Following a lecture on four cognitive-bias concepts, management students were assigned randomly to a design, case analysis, or lecture-only condition: A first experiment compared a design with a lecture-only condition and a second experiment compared case analysis with a lecture-only condition. Both design and case analysis students understood the concepts better than lecture-only students. Designers in the first experiment retained their understanding of the concepts better than the case analysts in the second experiment. The impacts on learning for design were similar to those obtained in earlier research where design was compared with role-playing and a classroom lecture. Implications of the findings for theory development and practice are discussed.
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UR - http://www.scopus.com/inward/citedby.url?scp=85046795771&partnerID=8YFLogxK
U2 - 10.1177/1052562917720710
DO - 10.1177/1052562917720710
M3 - Article
AN - SCOPUS:85046795771
VL - 42
SP - 347
EP - 374
JO - Journal of Management Education
JF - Journal of Management Education
SN - 1052-5629
IS - 3
ER -