Web‐delivered, problem‐based learning in organisational behaviour: a new form of CAOS

Lea Waters *, Carol Johnston
2004 Higher Education Research and Development  
Recent calls have been made for a fundamental reorientation in higher education from a curriculum that simply transmits information (learner as receiver) to one that encourages students to actively construct their own knowledge and practice using new skills and concepts (learner as constructor). The 'Case Analysis in Organisational Situations' (C.A.O.S) assessment tool was developed for use in teaching Organisational Behaviour as a response to these calls. It follows the principles of
more » ... sed learning and group work, using an unfolding case design. A pre-test (n = 365), immediate post-test (n= 323), and delayed post-test (n = 129) design was implemented to evaluate the effectiveness of this new learning tool. The assessment of student approaches to learning revealed that students were more likely to adopt a deep approach to learning at the end of C. A.O.S than at the beginning. In general, the results show that C.A.O.S is a useful web-based tool that promotes learning in Organisational Behaviour. The benefits of C.A.O.S and some suggested improvements to the existing C.A.O.S format are discussed.
doi:10.1080/0729436042000276440 fatcat:o5mbr24tdnen3kyinkaywrduva