Discovery Learning in Management Education: Design and Case Analysis

Autor/inn/en	Druckman, Daniel; Ebner, Noam
Titel	Discovery Learning in Management Education: Design and Case Analysis
Quelle	In: Journal of Management Education, 42 (2018) 3, S.347-374 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562917720710
Schlagwörter	Discovery Learning; Administrator Education; Instructional Design; Case Method (Teaching Technique); Cognitive Processes; Bias; Concept Formation; Comparative Analysis; Comprehension; Outcomes of Education; Retention (Psychology); Hypothesis Testing; Business Administration Education; Business Schools; Foreign Countries; Experiments; Coding; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Entdeckendes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Case method; Fallmethode; Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Verstehen; Verständnis; Lernleistung; Schulerfolg; Merkfähigkeit; Hypothesenprüfung; Hypothesentest; Ausland; Erprobung; Codierung; Programmierung; Statistische Analyse; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01