Abstract
Pedagogically, cases are useful because they cause the student to think about a situation and to integrate information in a way that leads to insights about methods and procedures, rather than to the mere storage of facts for future core dum**. Some of the learning from in-class case discussion probably results from the instant feedback that one gets from peers. Students "learn by doing," where each student receives quick feedback on their thoughts or verbal expressions as the case discussion evolves. The professor moderates a case discussion in an attempt to lead students toward certain ways of thinking, sometimes even "tricking" them deliberately toward a wrong answer so that a particular insight can be gained through critical thinking. If the professor moderates a discussion toward such predetermined pedagogical goals, why not simply use a programmed application to do the same during parts of an online case analysis?
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© 2015 Academy of Marketing Science
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Owen, R.S. (2015). Some Techniques for Interactive Pedagogy. In: Noble, C. (eds) Proceedings of the 1999 Academy of Marketing Science (AMS) Annual Conference. Developments in Marketing Science: Proceedings of the Academy of Marketing Science. Springer, Cham. https://doi.org/10.1007/978-3-319-13078-1_88
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DOI: https://doi.org/10.1007/978-3-319-13078-1_88
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Publisher Name: Springer, Cham
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Online ISBN: 978-3-319-13078-1
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