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Using Entertaining Metaphors in the Introduction of the Case Method in a Case-Based Course

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Exploring Learning & Teaching in Higher Education

Part of the book series: New Frontiers of Educational Research ((NFER))

Abstract

This chapter shows one way of using entertaining metaphors in the introduction of the case method in the introductory session of a case-based course. The use of entertaining metaphors is based on the idea that academicians should incorporate entertainment in the teaching and learning environment. Students are often easily attracted to the rapidly progressing world of amusement and entertainment, and away from the often rigid and dry world of education. For the long-term benefit of society, teachers should make the world of education more attractive. Academicians can accomplish this by incorporating entertaining material in their courses. Entertaining material, as well, plays an important role in education, as the emotion evoking qualities of such stimuli have a profound impact on learning. This approach also enhances visualization, motivation, and association in student learning.

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Notes

  1. 1.

    These transparencies can be scanned and turned into a slide show.

  2. 2.

    These drawings and cartoons were collected long time ago, and therefore, at the present time, the author of this chapter cannot find the origin of the drawings and cartoons. The authors of these drawings and cartoons are welcomed to contact the author of this chapter to claim copyright when they see their drawings and cartoons.

  3. 3.

    Remember, a picture is worth a thousand words.

  4. 4.

    This chapter follows Ardalan (1998) and expands on it. See also Ardalan (2008a, b, 2009).

  5. 5.

    See also Bohannon (1988), Brown and Kulik (1977), Christianson (1989), Christianson, Loftus, Hoffman, and Loftus (1991), Craik and Blankstein (1975), Ellis, Detterman, Runcie, McCarver, and Craig (1971), Heuer and Reisberg (1990), Maltzman, Kantor, and Langdon (1966), Pillemer (1984), and Walker and Tarte (1963). For a broad review, see McGhee and Goldstein (1983).

  6. 6.

    See Deckers and Devine (1981), Deckers and Hricik (1984), Isen (1985), Kaplan and Pascoe (1977), Kintsch and Bates (1977), Ohman (1979), Schmidt (1991, 1994), Suls (1972), Wanzer et al. 2010, and Zillmann, Williams, Bryant, Boynton, and Wolf (1980).

  7. 7.

    See also Gibbs (2008), Holland, Holyoak, Nisbett, and Thagard (1986), and Holyoak and Koh (1987).

  8. 8.

    See Gentner and Gentner (1983), Halpern (1987), Rigney and Lutz (1976), Royer and Cable (1976), Rumelhart and Norman (1981), Schustack and Anderson (1979), and Zheng and Song (2010).

  9. 9.

    See Hutchison and Padgett (2007), Mayer and Gallini (1990), and Paivio (1971, 1986).

  10. 10.

    See Halpern (1987), Hayes and Tierney (1982), Mayer and Bromage (1980), Pena and Andrade-Filho (2010), and Schustack and Anderson (1979).

  11. 11.

    See also Gibbs (2008), Glynn, Britton, Semrud-Clikeman, and Muth (1989), Halpern (1987), Rogers (1960), Spiro, Feltovich, Coulson, and Anderson (1989), and Vosniadou and Schommer (1988).

  12. 12.

    The author has heavily benefited from the insights of Erskine et al. (2003) and Mauffette-Leenders et al. (2007). See also Christensen (1991) and Christensen and Hansen (1987).

  13. 13.

    For a foundational comparison of the lecture and the case method in a philosophical context see Ardalan (2003a and 2003b). See also Ardalan (2006, 2008a, b, and 2013).

  14. 14.

    See, for example, Brealey, Myers, and Allen (2011), Brealey, Myers, and Marcus (2012), Brigham and Ehrhadt (2011), Brigham and Houston (2009), Keown, Martin, Petty, and Scott (2008), Ross, Weterfield, and Jaffe (2008a), and Ross, Westerfield, and Jordan (2008b).

  15. 15.

    See Ardalan (2008a, b, and 2009)

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  1. Marist College, Poughkeepsie, New York, USA

    Kavous Ardalan

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  1. Faculty of Education, Institute of Educational Technology, Beijing Normal University, Beijing, China

    Mang Li

  2. Educational Methodology, Policy & Leadership, University of Oregon, Eugene, Oregon, USA

    Yong Zhao

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Ardalan, K. (2015). Using Entertaining Metaphors in the Introduction of the Case Method in a Case-Based Course. In: Li, M., Zhao, Y. (eds) Exploring Learning & Teaching in Higher Education. New Frontiers of Educational Research. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-55352-3_3

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