The effects of the case study and lecture instructional methods on teaching and learning innovation theory
Abstract
Innovation and entrepreneurship educational programs are popular with students resulting in an increased number of programmatic offerings by colleges and universities. As industry stresses the need for innovative engineering graduates, innovation theory is emerging as an important content area within these courses and programs. Inductive learning environments that are student-centered and active have been proven to promote student engagement. Case-based instruction is an inductive teaching method that allows the student to engage in the curriculum by adding a sense of realism to the content. This study examined the impact of case-based and lecture-based instructional methods on the conceptual understanding of innovation curriculum of engineering technology students. Additionally, the study includes an assessment of students' attitudes toward the use of case studies in innovation education. As part of regular classroom activity, students were introduced to the theory of disruptive innovation through either a case study or lecture. Students who received case-based and lecture-based instruction performed equally on the knowledge post-test. Further, instructional method did not have an effect on students' attitude and engagement when learning about disruptive innovation, although students did rate the subject of innovation extremely high in terms of attitude and engagement. Students were confident in their ability to apply innovation theory in the classroom and believed it to be relevant in the field of engineering.^
Degree
Ph.D.
Advisors
James P. Greenan, Purdue University.
Subject Area
Education, Curriculum and Instruction
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