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- W2000461792 abstract "This paper examines a fundamental question faced by all accounting educators who use accounting case analyses alongside lecture-based instruction: Does it matter whether cases precede or follow a lecture? Results from a controlled experiment indicate that students' case analysis performance is initially enhanced when a lecture precedes a case, because the lecture equips students with knowledge to apply to the case and it constrains the number of irrelevant ideas that students apply to the case. However, there is a drawback to positioning a lecture before the first case—it constrains the number of relevant ideas that students generate themselves to apply to the case. In addition, the short-term benefits of positioning a lecture before case analyses disappear when students analyze a second case. Specifically, we find that performance on a second case is significantly better when students have previously learned in an environment that places the first case before the lecture. Our evidence suggests that these case-before-lecture students are more likely to engage their pre-lecture knowledge and the knowledge obtained from the lecture when analyzing the second case. Practical implications for using cases with lectures are discussed." @default.
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- W2000461792 date "2004-08-01" @default.
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- W2000461792 title "Should Case Materials Precede or Follow Lectures?" @default.
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- W2000461792 doi "https://doi.org/10.2308/iace.2004.19.3.305" @default.
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