The Effects of Successful versus Failure-Based Cases on Argumentation while Solving Decision-Making Problems
Educational Technology Research and Development Volume 61, Number 3, ISSN 1042-1629
Solving complex, ill-structured problems may be effectively supported by case-based reasoning through case libraries that provide just-in-time domain-specific principles in the form of stories. The cases not only articulate previous experiences of practitioners, but also serve as problem-solving narratives from which learners can acquire meaning. The current study investigated the effects of different case-types (success, failures) on analogical transfer to similar problems. In the first week, undergraduate sales management students (N = 36) were assigned to different case library treatments (success, failure) and asked to construct a multifaceted argument (initial argument, counterargument, rebuttal) to resolve an ill-structured, decision-making hiring problem. In the following week, students constructed an argument to solve a novel case without the support of the case library. Data analysis revealed the failure-based case library condition produced significantly higher scores on measurements of counterarguments and holistic argumentation scores on both tasks. A discussion of the implications for pedagogy and instructional design are also presented.
Tawfik, A. & Jonassen, D. (2013). The Effects of Successful versus Failure-Based Cases on Argumentation while Solving Decision-Making Problems. Educational Technology Research and Development, 61(3), 385-406.
Cited ByView References & Citations Map
Elena Novak & Mila Rosa Librea-Carden, Kent State University, United States; Yonita Weiszhauz, Stow-Munroe Falls High School, United States
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1011–1017
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.