Conceptualizing "Classroom Teaching-Learning Process" That Engages Students in Indian Business School

Autor/in	Kumar, Ajit
Titel	Conceptualizing "Classroom Teaching-Learning Process" That Engages Students in Indian Business School
Quelle	In: International Journal of Educational Management, 36 (2022) 7, S.1238-1254 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kumar, Ajit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-02-2022-0079
Schlagwörter	Business Schools; Teaching Methods; Learning Processes; Foreign Countries; Graduate Students; Masters Programs; Case Method (Teaching Technique); Classroom Communication; Group Discussion; Prerequisites; Study Habits; Attendance; Student Attitudes; Outcomes of Education; India + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Case method; Fallmethode; Klassengespräch; Gruppendiskussion; Voraussetzung; Study behavior; Study behaviour; Studienverhalten; Anwesenheit; Schülerverhalten; Lernleistung; Schulerfolg; Indien
Abstract	Purpose: Case-based classroom teaching-learning process (hereafter, case method) has provided a very productive teaching-learning environment for a long time. In the case method, students are expected to meet some prerequisites, such as reading and analyzing the case in advance, listening to the classroom discussion and actively participating in the discussion. However, it is frequently reported in Indian business schools that students do not prepare the assigned case before the scheduled class. The under-preparation of cases results in low-quality discussion, high absenteeism, passive attitude and lack of energy. Design/methodology/approach: This study modeled the case method using an IGEO (input-guide-enablers-output, commonly used in any process modeling) framework to identify challenges in the case-based classroom teaching-learning process. A novel customized classroom teaching-learning process called the EPDE (explain, practice, discuss, explore) method replaced the case method. These two teaching-learning processes were used for teaching two groups of MBA students. Findings: The novel EPDE method effectively addressed the case method challenges. It resulted in better learning outcomes in the Indian B-school context. Originality/value: The purpose of the study is to examine the impact of an alternative to the traditional case study method in a college classroom among MBA students. Two points make this study original and unique: (1) The IGOE process modeling framework is used to model teaching-learning processes, such as the case and EPDE methods. Using IGOE for teaching-learning processes is unique and is not available in the literature and (2) the EPDE method is a novel concept. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01