Examining the Effects of Incremental Case Presentation and Forecasting Outcomes on Case-Based Ethics Instruction

Abstract

Case-based reasoning has long been used to facilitate instructional effectiveness. Although much remains to be known concerning the most beneficial way to present case material, recent literature suggests that simplifying case material is favorable. Accordingly, the current study manipulated two instructional techniques, incremental case presentation and forecasting outcomes, in a training environment in an attempt to better understand the utility of simplified versus complicated case presentation for learning. Findings suggest that pairing these two cognitively demanding techniques reduces satisfaction and detracts from the effectiveness of the learning approach. Implications regarding the use of instructional techniques in training programs are discussed.

Keywords:

• case-based learning
• ethical decision making
• incremental case presentation
• forecasting outcomes

ACKNOWLEDGMENTS

This study had support from National Science Foundation grant # 0931539 titled “Case Based Reasoning and Ethics Instruction: Content and Processing Exercises for Effective Education.”