Strategies for Effective Case Method Teaching in Large Undergraduate Business Classes

10.32920/ryerson.14654544.v1 ◽

2021 ◽

Author(s):

Michael Moorhouse

Keyword(s):

Best Practices ◽

Large Class ◽

Undergraduate Teaching ◽

American Business ◽

Case Method ◽

Large Classes ◽

Learning Techniques ◽

Teaching Cases ◽

Large Class Pedagogy ◽

Effective Case

This study finds that the case method pedagogy, originally designed for use with graduate students, can also be effective in large, undergraduate business classes. While most of the case method research has historically focused on the graduate level, the method has now become popular for undergraduate teaching. There is a growing need for large class pedagogy and best practices due to the fast growing enrolment in North American business schools, and this study presents a preliminary opinion on how the case method could be adapted to meet the needs of large and diverse classes. The study reviews the challenges of teaching cases, and the challenges of using active learning techniques in large class teaching. The study presents a definition for “large” and “very large” classes in the context of case teaching, and suggests several practices from case-teaching instructors that can be used to teach the method effectively in these environments.

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Modifikasi Sistem Asistensi dan Responsi Kelas Kecil pada Praktikum Parasitologi Blok Digestif dan Hematoimunologi Fakultas Kedokteran Universitas Riau

Jurnal Ilmu Kedokteran ◽

10.26891/jik.v8i1.2014.46-51 ◽

2017 ◽

Vol 8 (1) ◽

pp. 46

Author(s):

Suri Dwi Lesmana ◽

Esy Maryanti

Keyword(s):

Large Class ◽

Teaching And Learning ◽

Learning Activities ◽

Small Class ◽

Laboratory Practice ◽

Large Classes ◽

Average Value ◽

Competency Based

Faculty of Medicine University of Riau has been implementing Competency Based Curriculum (KBK) with theProblem Based Learning (PBL) since 2007 with the implementation of teaching and learning activities of the systemconsists of a tutorial activities, skillab, expert lectures, independent and practical. However, there are still manyproblems in the implementation of the KBK on preclinic degree. One part of the block that is identified to be one ofthe causes of low graduation exam block is less efective coaching laboratory practice. Parasitology is one part of thetask is to provide laboratory practice in several blocks on the stage of preclinic especially digestive and hematoimunologyblock. This study aimed to compare the results of the evaluation of parasitology laboratory practice in hematoimunologyand digestive assistance and posttest in large classes with small class. Assistance and posttest in large class performedon the digestive block implementation and hematoimunologi in 2011 while assisting and posttest of small classes ona block implementation in 2012. Average value of small class digestive laboratory practice was not significantlylower than the large class but the proportion of the value of quality B and C more many in small classes. The meanvalue of the block hematoimunologi laboratory practice significantly higher on small class assistance and posttest aswell as the proportion of the value of quality A, B and C was higher in small classes than large classes.

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Large-Class Pedagogy Interdisciplinary perspectives for quality higher education

10.18820/9780992180690 ◽

2013 ◽

Cited By ~ 13

Keyword(s):

Higher Education ◽

Large Class ◽

Large Class Pedagogy

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Teachers' Strategies in Managing the Class

EDUVELOP (Journal of English Education and Development) ◽

10.31605/eduvelop.v3i2.602 ◽

2020 ◽

Vol 3 (2) ◽

pp. 82-89

Author(s):

Asrianto Asrianto ◽

Laksmita Rohmayadevi ◽

Umi Rokhayati

Keyword(s):

Classroom Management ◽

Large Class ◽

Qualitative Approach ◽

Qualitative Design ◽

Large Classes ◽

Regular Class ◽

Descriptive Qualitative

Nowadays the classroom management is very important for the teacher. In Indonesia, the class had several categories. Namely, international class and regular class. The teacher need to be aware of this phenomenon. They should established some strategies in order to manage their class. The population in Indonesian school nowadays was various. There are small and large classes. On this research, the researchers would like to know what kind of strategies that the teacher used in managing the large class. On this research, the researcher used Qualitative approach in the form of Descriptive qualitative design. The result found that there are many strategies that the teacher can use in managing the large class.

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Teaching Business Law to Non-Law Students, Culturally and Linguistically Diverse (‘CaLD’) Students, and Large Classes

Journal of University Teaching and Learning Practice ◽

10.53761/1.11.2.9 ◽

2014 ◽

Vol 11 (2) ◽

pp. 121-141 ◽

Cited By ~ 1

Author(s):

Kanchana Kariyawasam ◽

◽

Hang Yen Low ◽

Keyword(s):

Large Class ◽

Business Schools ◽

Significant Proportion ◽

Linguistically Diverse ◽

Law Students ◽

Culturally And Linguistically Diverse ◽

Business Law ◽

Large Classes ◽

Diverse Backgrounds ◽

Lecture Format

This paper is largely based on the experience of teaching law to students with non-legal background in business schools, with a focus on internationalisation and the large class lecture format. Business schools often consist of large classes which include a significant proportion of Culturally and Linguistically Diverse (CaLD) students. Teaching a difficult and demanding subject to a large cohort of students from increasingly diverse backgrounds can be an onerous task. The existence of these conditions present different teaching challenges and requires a re-examination of teachers’ approaches to student learning. In this article, the experience of teaching law in business schools is approached through an examination of the challenges and problems arising from (a) teaching law to non-law students (b) teaching CaLD students (c) teaching large classes. At each stage, the writers explore effective solutions and strategies to deal with these issues.

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MARS THROUGH MOTIONS: EXPLORING MARS THROUGH THE EYES OF A ROVER BY APPLYING INNOVATIVE LEARNING TECHNIQUES TO UNDERGRADUATE TEACHING IN PLANETARY SCIENCES

10.1130/abs/2019am-334560 ◽

2019 ◽

Author(s):

Juliane Gross ◽

◽

Lauren Neitzke Adamo

Keyword(s):

Undergraduate Teaching ◽

Learning Techniques ◽

Innovative Learning

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Cases in TESOL Teacher Education: Creating a Forum for Reflection

TESL Canada Journal ◽

10.18806/tesl.v14i2.682 ◽

1997 ◽

Vol 14 (2) ◽

pp. 01 ◽

Cited By ~ 2

Author(s):

Jane Jackson

Keyword(s):

Teacher Education ◽

Professional Practice ◽

Teaching And Learning ◽

Teacher Educators ◽

Professional Preparation ◽

Teacher Education Programs ◽

Case Method ◽

Case Based Learning ◽

Teaching Cases ◽

Case Based

This article reviews the case method from an historical perspective and explores why and how "decision" cases might be used by teacher educators in the professional preparation of teachers as reflective ESOL specialists. It is argued that the case method can sharpen the critical thinking, analytical, and communication skills of both novice and experienced teachers and help ready them for the complex challenges they could face in the world of professional practice. Enthusiasm for this methodology, however, is tempered with words of caution about the difficulties involved in implementing case-based learning in teacher education programs. Guidelines for selecting and using"decision" cases are provided and recommendations are made for future developments in case-based teaching and learning in TESOL. Three appendixes include sources for teaching cases and details about a working conference for case facilitators and writers.

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Lived experiences of nurse educators on teaching in a large class at a nursing college in Gauteng

Curationis ◽

10.4102/curationis.v39i1.1507 ◽

2016 ◽

Vol 39 (1) ◽

Cited By ~ 1

Author(s):

Maria G. Ndawo

Keyword(s):

Large Class ◽

Teaching And Learning ◽

Nurse Educators ◽

Negative Impact ◽

Holistic Nursing ◽

Large Classes ◽

Individual Interviews ◽

Phenomenological Research Design ◽

Nursing College ◽

Teaching Learning

Background: The gradual increase in the number of learners admitted into a nursing college in Gauteng resulted in an increase in class size without a proportional increase in the number of nurse educators.Objectives: To explore and describe the experiences of nurse educators teaching in large classes at a nursing college in Gauteng in order to present recommendations to facilitate teaching and learning.Method: A qualitative, exploratory, descriptive, and phenomenological research design which is contextual in nature was used. A total of 20 nurse educators were selected through purposive sampling, and in-depth phenomenological semi-structured individual interviews were conducted between January and February 2013. Data were analysed together with the field notes, using Tesch’s open coding protocol of qualitative data analysis. Lincoln and Guba’s four principles were used to ensure trustworthiness.Results: The themes that emerged from this study were that nurse educators experienced difficulty in recognising learners as individuals in a large class, using innovative pedagogical strategies, and managing a large class. These findings had a negative impact on meaningful teaching and learning as they interfered with an enabling learning environment.Recommendations: Nurse educators should be empowered with facilitative skills in order to effectively manage a large class and hence to achieve teaching and learning abilities.Conclusion: There is a need for nurse educators to finding alternative ways to overcome challenges associated with teaching in large classes and prepare learners to render individualised, caring and holistic nursing care to each unique patient in the healthcare setting.Keywords: Large class, Teaching, Learning; Hindrance

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Teaching Large Classes

Research Anthology on Developing Critical Thinking Skills in Students ◽

10.4018/978-1-7998-3022-1.ch040 ◽

2021 ◽

pp. 784-799

Author(s):

Japhet E. Lawrence

Keyword(s):

Higher Education ◽

Student Engagement ◽

Large Class ◽

Large Classes ◽

Daunting Task ◽

Class Environment ◽

Student Enrolment ◽

Daunting Challenge ◽

Assessment Strategies

Higher education around the world are experiencing significant growth in student enrolment, as a result, educators face the daunting challenge of teaching larger classes, while improving the quality of instruction and subsequent value delivered to students. Large class can become a daunting task to any teacher who has never taught a large class before and teaching a large group of students can be intimidating for both students and lecturers. The purpose of this article is to identify effective teaching and assessment strategies to address the challenges of teaching in large class environment. It focusses on the idea of student engagement as a strategy to address the challenges faced by large class learning environments. By focusing on student engagement and adapting teaching and assessment strategies to promote critical thinking, it is possible to overcome the challenges posed by large class environments into opportunities for effective student learning. The study provides valuable direction for faculty faced with teaching and supporting large-class environments in higher education.

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