An Instructional Innovation That Embeds Group Learning in Case Teaching: The Table Case Method
| Title: | An Instructional Innovation That Embeds Group Learning in Case Teaching: The Table Case Method |
|---|---|
| Language: | English |
| Authors: | April L. Wright, Gemma L. Irving (ORCID |
| Source: | Journal of Management Education. 2024 48(3):526-563. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 38 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Management Development, Student Motivation, Business Administration Education, Accountability, Teamwork, Undergraduate Students, Group Dynamics, Teaching Methods, Critical Thinking, Creative Thinking, Learner Engagement, Introductory Courses, Case Method (Teaching Technique), Cooperative Learning, Instructional Innovation, Foreign Countries |
| Geographic Terms: | Australia |
| DOI: | 10.1177/10525629231216642 |
| ISSN: | 1052-5629 1552-6658 |
| Abstract: | Although combining case study teaching with group learning is a popular approach for teaching business courses, pedagogical challenges arise, particularly in undergraduate classes. To address these challenges, we developed an instructional innovation called the Team-Based Learning and Evaluation (TaBLE) Case Method, which increased student engagement and deepened learning in an undergraduate introductory management course. The TaBLE Case Method is built upon specific principles of team-based learning, and comprises phases that meld together individual preparation and group participation before, during and after class. Our evaluation of the TaBLE Case Method highlights how it enhances group learning by: increasing student motivation to prepare, attend and engage; creating individual accountability for group goals; fostering critical thinking and creative debate; and making theory-practice links more visible. We also discuss the method's "shadowsides" and limitations, and provide guidance on how the method can be adapted for a variety of class sizes and delivery modes. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1425316 |
| Database: | ERIC |
| ISSN: | 1052-5629 1552-6658 |
|---|---|
| DOI: | 10.1177/10525629231216642 |
| Published in: | Journal of Management Education |
| Language: | English |