Abstract
Classroom methods that facilitate student learning from iteration have received little attention from scholars. Iterative learning requires students to repeat a problem-solving task in new contexts each time applying lessons from previous applications. Iterative learning formats improve students’ learning outcomes and help instructors ensure that knowledge and skills learned in the classroom transfer to other contexts. This article describes the sequential use of three live case projects as a method to deliver an iterative learning experience. Providing students both formative and summative feedback from multiple sources and designing assignments and classroom activities to accommodate 4-week project cycles are key aspects of implementing iterative projects. Instructors in a broad range of managerial courses can adapt this course design to achieve similar significant learning outcomes.
| Original language | English |
|---|---|
| Pages (from-to) | 334-343 |
| Number of pages | 10 |
| Journal | Management Teaching Review |
| Volume | 4 |
| Issue number | 4 |
| DOIs | |
| State | Published - Dec 2019 |
Keywords
- active learning
- client projects
- course design
- experiential learning
- iteration
- iterative learning
- learning objectives
- live cases
- team-based approaches