Adapting Case-Based Teaching to Large Class Settings: An Action Research Approach

Abstract

While literature points to significant benefits from using case-based teaching in accounting education, the extent to which these benefits can be obtained with large undergraduate classes is not evident. Using an action research approach, strategies for the use of case-based teaching in large classes at an Irish university were developed and evaluated. Insights into the nature of the challenges facing lecturers and students in the large class setting were obtained. The researchers found that, by using appropriate strategies, case studies can be successfully delivered in large class settings, as measured against criteria derived from the literature. The action research method proved effective in the reflection on and development of these strategies. However, despite the success of the strategies that were developed, there were important aspects of the students' and lecturers' responses in this setting that had an impact on the benefits realized.